{"id":{"repo_id":"umkc","oai_identifier":"oai:mospace.umsystem.edu:10355/46538"},"canonical_url":"https://search.dev.ndltd.org/etd/umkc/oai:mospace.umsystem.edu:10355/46538","repository":{"repo_id":"umkc","name":"University of Missouri - Kansas City","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Writing Instruction in Practice: An Investigation into the Experiences of Beginning Teachers","abstract":"Teacher education programs and PK-12 schools are contending with a shifting field as federal and local initiatives call for different approaches in curriculum, instruction, and assessment. Some of these changes include increasing expectations for writing proficiency in K-12 settings and new accountability measures for teacher education programs. Yet, writing methods are often overlooked in preservice education and teachers report feeling unprepared to teach writing (Cutler & Graham, 2008; Gilbert & Graham, 2010; Kiuhara et al., 2009). Additionally, the effectiveness of teacher education is in question. As a way to explore these issues, this qualitative case study focused specifically on the experiences of beginning teachers in the teaching of writing. The purpose of this study was to better understand the teaching of writing that beginning teachers enact and what influences their instructional choices. The participants were 17 first year elementary teachers and graduates of a recently redesigned teacher education program housed in an urban-serving Midwestern university. The redesigned program followed a practice-based model attending to themes of diversity and social justice. The literacy methods course in particular drew from the diverse constructivist orientation (Au, 2011) as a way to prepare culturally responsive educators. Data analysis was framed by the diverse constructivist orientation (Au, 2011) to identify patterns and themes within each case and across cases. Findings included three themes that emerged in most cases and data sources: authentic literacy practices and materials, literacy ownership, and not satisfied with writing instruction.","abstract_html":"Teacher education programs and PK-12 schools are contending with a shifting field as federal and local initiatives call for different approaches in curriculum, instruction, and assessment. Some of these changes include increasing expectations for writing proficiency in K-12 settings and new accountability measures for teacher education programs. Yet, writing methods are often overlooked in preservice education and teachers report feeling unprepared to teach writing (Cutler & Graham, 2008; Gilbert & Graham, 2010; Kiuhara et al., 2009). Additionally, the effectiveness of teacher education is in question. As a way to explore these issues, this qualitative case study focused specifically on the experiences of beginning teachers in the teaching of writing. The purpose of this study was to better understand the teaching of writing that beginning teachers enact and what influences their instructional choices. The participants were 17 first year elementary teachers and graduates of a recently redesigned teacher education program housed in an urban-serving Midwestern university. The redesigned program followed a practice-based model attending to themes of diversity and social justice. The literacy methods course in particular drew from the diverse constructivist orientation (Au, 2011) as a way to prepare culturally responsive educators. Data analysis was framed by the diverse constructivist orientation (Au, 2011) to identify patterns and themes within each case and across cases. Findings included three themes that emerged in most cases and data sources: authentic literacy practices and materials, literacy ownership, and not satisfied with writing instruction.","abstract_has_math":false,"creators":["DeGraff, Tricia Lee"],"institution":"University of Missouri--Kansas City","degree_name":"Ph.D.","degree_level":"Doctoral","degree_discipline":"Educational Leadership, Policy and Foundations (UMKC)","degree_department":null,"school":null,"contributors":[],"advisors":["Friend, Jennifer Ingrid"],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-08-11","date_published":"2015-08-11","updated_at":"2026-07-24T05:18:49Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10355/46538","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Friend, Jennifer Ingrid"]},{"key":"dc:creator","label":"Author","values":["DeGraff, Tricia Lee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-08-11T13:28:09Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-08-11T13:28:09Z"]},{"key":"dc:date.issued","label":"Date","values":["2015-08-11"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership, Policy and Foundations (UMKC)","Curriculum and Instructional Leadership (UMKC)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Kansas City"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/46538"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Title from PDF of title page, viewed on August 24, 2015","Dissertation advisor: Jennifer Friend","Vita","Includes bibliographic references (pages 221-241)","Thesis (Ph.D.)--School of Education. 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The purpose of this study was to better understand the teaching of writing that beginning teachers enact and what influences their instructional choices. The participants were 17 first year elementary teachers and graduates of a recently redesigned teacher education program housed in an urban-serving Midwestern university. The redesigned program followed a practice-based model attending to themes of diversity and social justice. The literacy methods course in particular drew from the diverse constructivist orientation (Au, 2011) as a way to prepare culturally responsive educators. Data analysis was framed by the diverse constructivist orientation (Au, 2011) to identify patterns and themes within each case and across cases. Findings included three themes that emerged in most cases and data sources: authentic literacy practices and materials, literacy ownership, and not satisfied with writing instruction."]},{"key":"dc:title","label":"Title","values":["Writing Instruction in Practice: An Investigation into the Experiences of Beginning Teachers"]}]}],"canonical_facts":{"dc:contributor.advisor":["Friend, Jennifer Ingrid"],"dc:creator":["DeGraff, Tricia Lee"],"dc:date.accessioned":["2015-08-11T13:28:09Z"],"dc:date.available":["2015-08-11T13:28:09Z"],"dc:date.issued":["2015-08-11"],"dc:description":["Title from PDF of title page, viewed on August 24, 2015","Dissertation advisor: Jennifer Friend","Vita","Includes bibliographic references (pages 221-241)","Thesis (Ph.D.)--School of Education. 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The participants were 17 first year elementary teachers and graduates of a recently redesigned teacher education program housed in an urban-serving Midwestern university. The redesigned program followed a practice-based model attending to themes of diversity and social justice. The literacy methods course in particular drew from the diverse constructivist orientation (Au, 2011) as a way to prepare culturally responsive educators. Data analysis was framed by the diverse constructivist orientation (Au, 2011) to identify patterns and themes within each case and across cases. 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