Writing Instruction in Practice: An Investigation into the Experiences of Beginning Teachers

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Educational Leadership, Policy and Foundations (UMKC)

Grantor

University of Missouri--Kansas City

Year dc:date.issued

2015

Author dc:creator

• DeGraff, Tricia Lee

Advisor dc:contributor.advisor

• Friend, Jennifer Ingrid

Language dc:language.iso

eng

Handle dc:identifier.uri

https://hdl.handle.net/10355/46538

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/46538