A Year in the Writing Workshop: Linking Writing Instruction Practices and Teachers' Epistemologies and Beliefs about Writing Instruction

Autor/inn/en	Troia, Gary A.; Lin, Shin-ju Cindy; Cohen, Steven; Monroe, Brandon W.
Titel	A Year in the Writing Workshop: Linking Writing Instruction Practices and Teachers' Epistemologies and Beliefs about Writing Instruction
Quelle	In: Elementary School Journal, 112 (2011) 1, (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/660688
Schlagwörter	Writing Workshops; Writing Instruction; Teaching Methods; Writing Teachers; Elementary School Teachers; Teacher Attitudes; Beliefs; Epistemology; Urban Schools; Faculty Development; Learner Engagement; Classroom Techniques; Teacher Effectiveness; Rating Scales; Observation; Interviews; Washington + Suchen Sie Ihr Suchwort? Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Belief; Glaube; Erkenntnistheorie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Klassenführung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Rating-Skala; Beobachtung; Interviewing; Interviewtechnik
Abstract	This article reports the findings from a year-long study of 6 writing teachers in an urban elementary school who also received intensive professional development in writing instruction from a nonprofit organization. Repeated observations demonstrated that the teachers displayed consistency in their use of the core instructional elements associated with writing workshop, which aligned with the emphasis of the professional development support. However, the teachers exhibited substantial variability in their use of student engagement tactics, management techniques, and instructional supports. According to survey data, the teachers demonstrated a strong and relatively stable sense of teaching efficacy and held a fairly balanced view of the importance of explicit and incidental writing instruction, and these beliefs were related to their instructional practices. Interviews with the teachers highlighted the relevance of teachers' own writing behaviors and attitudes. (Contains 1 figure, 6 tables, and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10