"It takes a lot out of you": ethnography of secondary English teachers' writing pedagogy

This study was conducted in two case-study teachers’ public middle school classrooms in south Louisiana and a survey in three public school districts. A qualitative research focus with the research design taken from work of Michael Patton’s (2002) Qualitative Research Evaluation Methods and James Spradley and David McCurdy’s (1975) Anthropology: The Cultural Perspective. The survey was developed from the work of Tourangeau, Rips, and Rasinski’s (2002) The Psychology of Survey Responses. The researcher assumed the role of participant observer for three months which resulted in two themes: first, traditional teaching methods in the teaching of writing, and secondly, teacher perceptions influence writing (composing) choices. Findings include the teachers’ modification of the Writing Process (Emig, 1971) omitting social learning aspects, pervasiveness of formula writing, teachers’ desire for professional development in the teaching of writing, and finally, teachers’ may interpret the Writing Process as writing instruction.

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

Educational Theory, Policy, and Practice

Year dc:date.available

2009

Author dc:creator

• Morales, Lisa F.

• questionnaire

Statement dc:rights

• unrestricted
• Release the entire work immediately for access worldwide.

Identifier

etd-11092009-131616
https://repository.lsu.edu/gradschool_dissertations/499

OAI identifier oai:identifier

oai:repository.lsu.edu:gradschool_dissertations-1498