"Starting with What Is": Exploring Response and Responsibility to Student Writing through Collaborative Inquiry

Autor/in	Simon, Rob
Titel	"Starting with What Is": Exploring Response and Responsibility to Student Writing through Collaborative Inquiry
Quelle	In: English Education, 45 (2013) 2, S.115-146 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-8204
Schlagwörter	Student Teachers; Writing Instruction; Methods Courses; Teaching Methods; Course Evaluation; English; Language Arts; Writing Evaluation; Cooperation; Educational Research; Writing (Composition); Student Teacher Attitudes; Inquiry; English Teacher Education; English Teachers; Standards; Reading Processes; Participatory Research; Ethnography + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schreibunterricht; Methodisch-didaktische Anleitung; Teaching method; Lehrmethode; Unterrichtsmethode; English language; Englisch; Sprachkultur; Co-operation; Kooperation; Bildungsforschung; Pädagogische Forschung; Schreibübung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Standard; Leseprozess; Forschungstätigkeit; Ethnografie
Abstract	This article examines student teachers' investigations of issues related to writing pedagogy, response, and evaluation in an English methods course, including their use of descriptive review of student writing (Carini, 2001) to analyze adolescents' work collaboratively. Beginning with an examination of prevailing understandings of writing assessment and common instructional models in schools, the article explores critical inquiry-based approaches. This research documents how collaborative investigations encouraged student teachers to explore meaning and intentionality in student writing and to regard students as authors with intentionality and purpose. Findings substantiate adolescents' and student teachers' intellectual and experiential resources, suggesting how these can be a foundation for expanding conceptions and practices related to writing pedagogy, assessment, inquiry-based teaching, and teacher education. (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10