The Teacher, the Author, and the Text: Variations in the Form and Content of Writing Conferences.

Autor/in	McCarthey, Sarah J.
Institution	National Center for Research on Teacher Education, East Lansing, MI.
Titel	The Teacher, the Author, and the Text: Variations in the Form and Content of Writing Conferences.
Quelle	(1989), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Educational Research; Elementary Education; Elementary School Teachers; Teacher Attitudes; Teacher Behavior; Teacher Student Relationship; Writing Instruction; Writing Research + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teacher behaviour; Teacher student relationships; Lehrer-Schüler-Beziehung; Schreibunterricht; Schreibforschung
Abstract	In order to describe the process by which teachers who are learning to use writing conferences move toward a more constructivist view of teaching and learning (emphasizing interaction between teacher and student, the negotiation of meaning, and the role of language in learning), a study presents three case studies. Subjects were three New York City elementary school teachers participating in the Columbia University Teachers College Writing Project (a coordinated effort to involve teachers and students in the writing process in the classroom setting). The study describes each teacher in turn: (1) characterizing their writing conferences, including strategies for conferring; (2) demonstrating how teachers' conceptions of the purposes of the conference shaped their interactions with students; and (3) demonstrating how these conceptions changed over time. Three semi-structured interviews and three classroom observations made over one school year were used to gather data about each teacher. Results indicated that although the three teachers started at different points with differing conceptions of the purposes of the writing conferences, they progressed toward a common point reflecting a balance between encouraging students to own their writing and finding a way to intervene to encourage growth in the writing of students. Movement towards this balance was reflected on three dimensions: conceptions of the purposes of conferences; the content of conferences; and teacher-student interactions during the conference. (Sixteen references are attached.) (SR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC