Dissertations / Theses: 'Teachers writing in community'

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McLaughlin, Laurie Elaine. "Curriculum writing guide for Mt. San Jacinto College." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3020.

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Turner, Jesse Patrick. "Inventing a transactional classroom: An Upward Bound, Native American writing community." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/279997.

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This teacher-researcher study examines the experiences of secondary students in a unique Upward Bound program exclusively for Native Americans. The study followed the reading and writing experiences of these students during a 2-year period. The focus of the dissertation is on the literacy experiences of students as they were exposed to a rich writing program that used culture as the invitation to literacy. The investigation follows both teacher researcher and students during the emergence of a transactional curriculum that closely followed the Indian Nations at Risk Task Force recommendations for Native American learners. The study enlisted 20 Native American students who were already participating in the Upward Bound program. This program was chosen because it was the only such program in the United States exclusively for Native American students. These students attended public high schools in Tucson, Arizona, or high schools on the Tohono O'odham reservation outside Tucson. The curriculum focus is on transactional literacy experiences and inquiry. These focuses and the concept of teacher as researcher provide the theoretical framework. This framework illuminates curriculum as it attempts to transform the educational experiences of Native American adolescents immersed in writing experiences rooted in Native American ways of viewing the world. This analysis of one distinctive writing class suggests that the often documented institutionally-produced factors that contribute to Native American adolescent failure and discontinuity in secondary writing settings can be overcome when Native American culture is not only valued, but embraced as the focus of literacy in school. This dissertation provides insights into the uniqueness of Native American school experiences and extends the current body of literature on Native American education by considering culture as the invitation into literacy and the teacher as change agent. This study also asks others to pick up the torch. Finally, teacher researcher generated recommendations provide an opportunity for teachers themselves to begin the process of changing the discontinuity of learning often felt by Native Americans in their own classrooms. These recommendations include five conditions for an emerging curriculum: (a) creating space for transactional dialogues, (b) sharing responsibility, (c) trusting inquiry, (d) using multiple sign systems, and (e) accessing personal and social ways of knowing. We need not wait for institutional change to make a difference. As has often been stated in educational research, the teacher makes the difference.

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Pearce, Terisa Ronette. "The Characteristics of a Community of Practice in a National Writing Project Invitational Summer Institute." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28461/.

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This qualitative naturalistic descriptive case study provides an understanding of the characteristics of a community of practice within a National Writing Project Invitational Summer Institute. This study utilized naturalistic, descriptive case study methodology to answer the research question: What characteristics of a community of practice are revealed by the perceptions and experiences of the fellows of a National Writing Project Invitational Summer Institute? Data were gathered in the form of interviews, focus group, observations, field notes, and participant reflective pieces. Peer debriefing, triangulation, thick rich description, as well as member checking served to establish credibility and trustworthiness in the study. Bracketing, a phenomenological process of reflecting on one's own experiences of the phenomenon under investigation was utilized as well. The findings of this study point to five analytic themes. These themes, ownership and autonomy, asset-based environment, relationships, socially constructed knowledge and practices, and experiential learning, intertwine to illuminate the three essential components which must be present for a community of practice to exist: joint enterprise, mutual engagement, and shared repertoire. Participants' portraits provide a description of their unique experiences as they moved fluidly between the periphery and core of the community of practice.

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Wendler, Rachael. "Community Perspectives On University-Community Partnerships: Implications For Program Assessment, Teacher Training, And Composition Pedagogy." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556591.

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As widely recognized, the voices of community members have been severely overlooked in scholarship. This dissertation reports on interviews with 36 community partners from the three most common types of university-community partnerships in composition and rhetoric: Youth mentored in their writing by first-year composition (FYC) students; Non-profit staff acting as clients for upper-division professional writing students; and Community members (including adult literacy learners, youth slam poets, and rural teachers) working with graduate students in a community literacy practicum or engaged research course. The project offers a theoretical rationale for listening to community voices, combining theories from community development with critical raced-gendered epistemologies to argue for what I term "asset-based epistemologies," systems of knowing that acknowledge the advantages marginalized communities bring to the knowledge production process in service-learning. The dissertation also suggests a reciprocal, reflective storytelling methodology that invites community partners to analyze their own experiences. Each set of community members offered a distinct contribution to community-based learning: Latino/a high school students mentored by college students revealed the need to nuance traditional outcomes-based notions of reciprocity. The high school students experienced fear about interacting with college students, a response that I understand through Alison Jaggar's concept of "outlaw emotions." To mitigate this fear, the youth suggested emphasizing cultural assets and relationships, leading to what I term "relational reciprocity." Non-profit staff detailed their complex motivations for collaborating with professional writing courses, challenging the often-simplistic representations of non-profit partners in professional writing scholarship. Invoking the theory of distributed cognition, I use non-profit staff insights to describe how knowledge circulates in non-profits and how students can interact and write more effectively in organizational contexts. Community members who interacted with graduate students in a range of projects used the term "openness" to describe healthy partnerships, and I build from their stories, along with insights from bell hooks and Maria Lugones, to detail a disposition of openness needed for engaged work. This disposition includes open communication, open structures, open minds, open hearts, and open constructions of self and others. The dissertation concludes with an argument for attention to "relational literacies" in both service-learning practice and scholarship.

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Missakian, Ilona Virginia. "Perceptions of Writing Centers in the Community College Ways that Students, Tutors, and Instructors Concur and Diverge." Thesis, University of California, Irvine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717093.

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This monograph presents the perceptions of Writing Center assistance that three groups at community colleges have: composition students, Writing Center tutors, and English instructors. While the three groups have been highlighted often separately in many studies, this study adds to those that compare how the three groups respond to the same issues about writing and Writing Center assistance. The study examines three questions: (1) What are the writing challenges that English instructors, center tutors, and students served in Writing Centers identify and expect the Writing Center to assist students with? (2) How do Writing Center models (mandatory or voluntary) provide or deliver the assistance that is needed? (3) What are the perceptions of the three groups of the efficacy of Writing Center assistance?

Four community colleges in southern California participated in the study and the three groups included individuals from developmental, college-transfer, and advanced levels. Matching surveys with the same question sequence were used to gather the responses of the three groups, and comparisons of their responses in the form of frequency counts, means, and standard deviation were made. Results reveal: (1) The three groups have differing priorities of what is important in writing. (2) The three groups have differing perceptions of what Writing Center assistance is focused upon. (3) The three groups have a few overlapping recommendations about improvements that Writing Centers might implement.

The majority of the differing priorities in writing involve the writing process and mechanical/proofreading issues vs. analytical approaches. While tutors and instructors agree on a few writing features, students exhibit wide discrepancy in their priorities. The differences in perceptions of Writing Center assistance also reveal wide discrepancies in what students express that they need help with, what they actually take to the Writing Center, and what they believe they received help with. Instructors and tutors also have differing perceptions of what the Writing Center assists students with, or should assist students with. Survey results also suggest a slight preference for Writing Center assistance being mandatory (requiring attendance) as opposed to being voluntary (not requiring attendance), and the participants recommend that Writing Centers have more tutors, expanded hours, and an interesting suggestion of “other” for flexibility in how Writing Centers can assist students. The implications for that recommendation for flexibility indicate that additional studies of Writing Centers can yield valuable insights for the ongoing development of Writing Centers.

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Bohney, Brandie L. "Force of Nurture: Influences on an Early-Career Secondary English Teacher's Writing Pedagogy." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1613140142916479.

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Liu, Rossina Zamora. "The possibilities of public literacy spaces: homeless veterans (and other adults) draft nonfiction and selves inside a community writing workshop." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1681.

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Deficits dominate our culture's narratives of homelessness, associating poverty with lower literacy and skewing social policies about access and equity in schools, jobs, healthcare, and community (Bomer, 2008; Miller, 2011; Miller, 2014; Moore, 2013). Scant, if any, literature exists about literacy and identity in homeless adults, in ways that they might enroll in college and/or seek long-term careers. Yet if one of our roles as educators is to advocate for justice and disrupt social apathy, then we ought to consider more studies identifying literacy strengths (Barton & Hamilton, 1998; Bomer, 2008; Janks, 2010; Miller, 2011, 2014; Moore, 2013) of marginalized groups. In particular, studies examining literacy spaces where homeless adults come together to partake in the writing culture of their town can inform, if not disrupt, what literacies we privilege, and whose. What can we learn about writing and writers, reading and readers when we broaden the boundaries of access to the community? When we appropriate Bakhtin's notion of dialogic tools inside a co-constructed learning space? This dissertation is based on my four-year and ongoing ethnographic observation of, and participation in, the literate lives of 75 men and women in the Community Stories Writing Workshop (CSWW) at a homeless shelter house (SH), a writing group I founded in fall 2010 and for which I am the facilitator. I focus on ways in which members negotiate, through composition, the layers of deficits ascribed to them as youths in school and as adults in transience (Gee, 2012, 2013; Holland, Lachicotte, Skinner, & Cain, 1998; Holland & Lachicotte, 2007) within the physical and mental, social and personal spaces of the CSWW. Implicitly this overarching pursuit assumes that the CSWW is indeed a kind of third space co-constructed by its members, and as such, throughout my dissertation, and particularly in the "pre-profile," I illustrate the various cultural practices and literacies or knowledge funds (González, Moll, & Amanti, 2013; Moje, et al., 2004) that members exchange with one another (and potentially integrate) inside the CSWW. In the first, second, and third profiles, I look at how members position themselves inside this space, as well as how my dual roles as facilitator and researcher affect the practices of the group. I consider, too, the various group dynamics inside the CSWW and ways in which they function as audience for the writers. Questions I ask in this study include: How might the act and process of telling, writing, revising, and sharing nonfiction narratives inside the CSWW afford adults in homeless circumstances the physical and mental, the social and personal spaces to exercise what they know and to construct who they are as literate beings? What identities and literacies do members perform in their stories (e.g., drafts of narratives) and off the page, or outside of their stories relative to audience? How does audience--inside the CSWW and CSWW-sponsored spaces--support and disrupt these self-discoveries and/or enactments for CSWW members--as writers, readers, and literate beings? As my ongoing quest, I wonder how these identities might correlate with those of the narrator's in drafts and the transformative implications of writing.

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Blackstone, Jordan Y. "Ready or Not: Addressing the Preparation Gap Between High School and College-Level Writers." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1403790235.

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Saturley, Margaret Hoffman. "Educators' Oral Histories of Tampa Bay Area Writing Project Involvement." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6141.

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The purpose of this study was to describe and explain participants’ perceptions of Tampa Bay Area Writing Project (TBAWP) influence on professional learning over time. This study explored Writing Project impact on professional learning by accessing the oral histories of three educators who were involved in TBAWP between 1998 and 2004. The research question was: • In what ways, if any, has long-term involvement in the Tampa Bay Area Writing Project impacted the teaching practice, career growth, and professional learning of participating educators? This qualitative study employed constructivism as the theoretical framework. Analysis of study data resulted in specific findings. Educators’ stories revealed Writing Project participation significantly impacted their teaching practice, career growth, and professional learning. The lasting impact of Writing Project involvement was seen in the ways in which educators infused the concept of community into their teaching practice, accepted leadership positions within the profession, and ultimately went on to conduct professional learning experiences for educators. Data analysis generated a conceptual model that examines the lasting impact of educator professional learning. Implications of this finding are significant for longitudinal inquiry of educator professional learning and for impact studies of long-term Writing Project involvement. In addition to providing exemplars of educator stories of practice over time, the study contributed to development of a fuller understanding of effective professional development, educator professional learning, and the lasting impact of Writing Project involvement.

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Conway, April Rayana. "Practitioners of Earth: The Literacy Practices and Civic Rhetorics of Grassroots Cartographers and Writing Instructors." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1459792763.

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Dokuzoglu, Selcen. "L2 Writing Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612515/index.pdf.

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L2 WRITING TEACHERS&rsquo
PERCEPTIONS OF MISTAKES IN STUDENT WRITING AND THEIR PREFERENCES REGARDING FEEDBACK: THE CASE OF A TURKISH PRIVATE UNIVERSITY Dokuzoglu, Selcen M.A. Program of English Language Teaching Supervisor: Prof. Dr. Hü
snü
Enginarlar September 2010, 161 pages This study aimed to investigate L2 writing instructors&rsquo
perceptions of seriousness of different mistake types in upper-intermediate level students&rsquo
essays. It also set out to examine the teachers&rsquo
preferences related with feedback provision. Furthermore, whether there were discrepancies between the teachers&rsquo
claims about the issues mentioned above and their actual performance while marking the essays was looked into. The study was conducted at the Preparatory School of a private university in Turkey. Ten essays written by upper intermediate level students were marked by ten writing teachers who showed the most disturbing mistakes in these essays. They also gave feedback for these papers and half of the teachers were requested to think aloud while evaluating the essays. In addition, a questionnaire and a semi-structured interview were used by the v questionnaire were analyzed through SPSS 15.0. This data gathering instrument was implemented on ten writing teachers working at the institution. In analyzing the data, descriptive statistics were used. The averages showing the seriousness of different mistake types and the frequency at which the teachers use different feedback techniques were revealed. Semi-structured interviews were conducted with five teachers. The results of the interviews were analyzed through content analysis. The results of the study revealed that 80 % of the teachers viewed content related and organizational problems more disturbing than those related with accuracy. However, for 20 % of the teachers mistakes concerning the accuracy of the sentences were more serious. As for the feedback preferences of the teachers, 90 % of them used error codes while marking the essays and all the teachers preferred to write comments. While 60 % of the teachers were in favour of marking students&rsquo
mistakes comprehensively, the rest (40 %) believed selective marking was preferable. Moreover, it was found out that the teachers&rsquo
claims were compatible with their actual performances although some contradictions were observed in their performance.

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Gray, Lundie Spivey. "Enhancing Teachers' Skills and Students' Success in Writing using Elementary Teachers' Experiences in Writing Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1849.

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This study addressed the issue of struggling student writers in a K-5 rural elementary school. This phenomenological study, based on social constructivist theory, investigated elementary teachers' experiences to determine effective writing strategies. Six teachers who had taught writing in the elementary grades for 5 consecutive years volunteered to participate in the study. All teachers participated in a focus group, and 2 teachers provided additional data via individual interviews. Member-checking was used to ensure trustworthiness of data. The data were analyzed; emerging themes developed categories and, through horizonalization and triangulation, gaps in writing instruction were revealed. Analysis from the teachers' perspectives led to key factors which contribute to successful writing instruction, incorporate more writing instruction school-wide, promote unity of teachers for planning and discussion of writing instruction, and use curriculum plans in writing instruction that leads to enhanced student success. This study sought to provide teachers with strategies for developing efficient writing instruction for students using a 9-week curriculum writing guide. This study will improve teachers' skills and lead to enhanced writing instruction and student learning by making connections between enriched teacher experiences; this study will also provide insights into the design and delivery of more effective writing instruction that creates local-to-global changes in student writing success.

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Letcher, Mark Edward. "Developing Secondary Writing Teachers: The Impact of Undergraduate Writing Experiences." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1282055592.

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Caswell, Nicole I. "RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1340319622.

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Matranga, Jacqueline Frume. "Writing process and change: Studies of teachers implementing a writing workshop approach." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2788.

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This study analyzes teacher change in the implementation of a writing workshop approach to teaching writing as defined by Atwell, Calkins, and Graves. The study followed eleven elementary classroom teachers of one school as they implemented a writing workshop approach over the course of eight months. This qualitative study included data from CBAM Stages of Concern Survey, Writing Workshop Checklist, collaborative conversations, journals, student work and interviews. The qualitative analysis derived a grounded theory from the data. This theory blended the theoretical sensitivity of the researcher, the research data and the practices of the teachers to develop a grounded theory. The study showed that there is a process for change and that implementation is based on a teacher's theoretical understanding of writing development. Three teacher styles were delineated based on the ideology and practices of the eleven teachers. The facilitator believes in sharing control with students and teaches and expects independent writers. The provider teaches students to be independent, but has not fully embraced the belief that all students are capable of learning independence. The producer teaches about writing and does not have an understanding of teaching students to become independent writers. This study provides the staff developer with a tool for helping teachers understand not only the best practices, but also develop a theoretical understanding behind the practices of a writing workshop approach. The teachers who regularly attended the collaborative conversations were supported and made significant progress toward changing their theoretical understanding and practical knowledge of a writing workshop approach. This study provides the staff developer with insight into the change process for teachers.

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Egloff, Susan Margaret Muehl. "A Survey of Fifth Grade Writing Teachers on Their Instructional Writing Practices." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1042.

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Writing is an essential skill that students need in order to become successful in school and beyond. Within a school district in the southwestern United States, student writing scores were not at proficient levels, and students were not prepared for graduation or employment. The purpose of this quasi-experimental research study was to compare the distribution of student writing achievement scores for 5th grade teachers who used 7 or more of the 11 components of effective writing instruction outlined by Graham and Perin to those teachers who implemented 6 or fewer of these components. In this study, a survey was given to 35 teachers from the lowest and highest performing schools in each performance zone or geographic cluster of schools across the school district, to discover how many of the components from Graham and Perin's model were used. The results of this project study were insignificant and indicated that the number and frequency of strategies were not related to student proficiency as measured by the state's writing proficiency exam. Results from this study will be shared with district leaders in a white paper report. The report includes recommendations to create a district-based writing framework with research-based instructional strategies. Although the results from this study were insignificant, the results have added to the body of knowledge in writing instruction. The white paper report can be used as a foundation for teachers, principals, and curriculum developers to improve writing instruction and achievement in this and other school districts.

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Komar, Elizabeth Sarah. "Writing-in-role : a handbook for teachers." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28711.

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DoBroka, Cheryl Conrad. "The promise of success : academic writing in a basic writing discourse community." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239975640.

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Crawford, James E. "Writing Center Practices in Tennessee Community Colleges." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2899.

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The objective of this study was to develop a profile of writing centers in twelve community colleges governed by the Tennessee Board of Regents. This profile included how they were established, how they are funded and staffed, what services are provided and to whom, how training is provided for staff, and how technology is incorporated. More important than the profile itself, however, was an analysis of successful and unsuccessful practices, especially those related to governance, structure, and training of staff, as revealed through the perceptions and experiences of writing center directors. Because electronic technology has transformed the craft of writing, and its teaching, the analysis extended to the ways in which this technology should be integrated into writing center programs. To construct a profile of current writing center structure and practice, a survey instrument was created and administered by telephone during the spring of 1998. The survey was followed by on-site interviews with four writing center directors which focused on strategies for improving campus support for services, recruiting and training tutors, and providing services electronically. Tennessee community college writing centers vary in their primary clientele with almost half providing comprehensive services to all writers on campus and half serving primarily developmental writers. Perhaps because of this developmental orientation there continues to be a stigma attached to writing centers. Community colleges in Tennessee could enhance the stature of their writing centers by conferring faculty and full-time status on the director, offering more comprehensive services, especially tutorial services, to writers of all levels of ability and from all departments. While a substantial body of literature on writing center philosophy and practice has developed during the last twenty years, much of it failed to address the limitations inherent in community colleges pertaining to admissions policies, non-residential and part-time students, and length of time required to complete a degree. This study identified assumptions, practices, and goals which are universal as well as those which are unique among community college writing centers within the Tennessee Board of Regents system and attempted to anticipate future needs as these centers continue to evolve into the new millennium.

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Zhu, Jing. "PRACTICES IN TEACHING ACADEMIC WRITING A COMPARISON OF WRITING TEACHERS IN CHINA AND THE US." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/959.

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This study compares the teaching practices of English academic writing teachers from China and the US. Research methods as questionnaire and interview were used to collect teacher's teaching practices, ways of constructing feedback, teaching philosophy and improvements in teaching. Participants of the current study were two teachers from two universities of China and three ESL academic writing teachers from a university in the US. The collected data were compared base on two themes: one was produce and process approaches; the other one was teacher's status in classroom and teaching. Based on the findings, American teachers' approaches were primarily process-based, and they also used studentcentered way of teaching, which puts students' needs and feelings on a considerable place. Chinese teachers' approaches were gradually changing to process-based, however, they were the authority in both teaching and providing feedback. The reason for Chinese teachers' ways of teaching can be attributed to the deep-rooted influence of the traditional teaching method, which sees teacher as the superior mentor. Also, it is necessary to introduce the process approach into Chinese universities to teach English academic writing and put it into practice

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Reavie, Maryanne M. "Building a writing community, the role of children's talk during the writing process." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30541.pdf.

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Wright, Kenneth Robert. "Rhetoric, writing, and civic participation : a community-literacy approach to college writing instruction /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998051.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 147-156). Also available for download via the World Wide Web; free to University of Oregon users.

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rosenhed, josefin. "Teachers´ experiences regarding digital and multimodal writing tasks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31620.

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The evolving technologies used for communication has made an impact in the educational system as digital tools are becoming more common. With the digital tools of today, it is possible to create multimodal texts in which different language expressions are combined. The new possibilities for presenting content creates higher demands on today's learners as they are faced with challenges both as receivers, and users of language. This study aims to examine teachers experiences and perspectives regarding the planning of multimodal writing tasks, with use of digital tools. The study also sets out to explore how teachers perceive the use of multiple modes in such tasks, and how the growing technologies may affect their teaching of English in year 4-9. The results shows that the planning of multimodal writing tasks commonly includes images, the use of digital tools and oral presentations. In the described projects, the multiple modes were used either as a support for the writing production or seen as an equal part of the assignment. Furthermore, all participating teachers agreed on that multimodal writing tasks can be beneficial for students communicative skills, and in creating students motivation. However, the results also shows teachers challenges when conducting multimodal writing tasks, as in support for learning new digital tools, the connections to the syllabus and possible difficulties regarding students IT knowledge. The results imply that much of the competence needed to successfully conduct multimodal writing tasks, comes from the teachers own ambition to learn and administrate such tasks.

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Street, Chris Paul. "Preservice teachers' writing attitudes and the role of context in learning to teach writing /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Wiens, Jason. "The Kootenay School of Writing, history, community, poetics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq64891.pdf.

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Yigitoglu, Nur. "Exploring Second Language Writing Teacher Cognition." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/17.

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Second language (L2) teacher cognition has in recent years attracted the attention of an increasing number of researchers. While much L2 teacher cognition research focuses on the teaching of grammar (e.g. Phipps & Borg, 2009), L2 writing teacher cognition has received considerably less attention. It has, however, been suggested that L2 writing teachers’ perceptions of themselves as writers (Casanave, 2004) and as language learners may play a crucial role in their decision making as teachers of L2 writing. In an attempt to address this gap in the L2 teacher cognition literature, this study investigates English as a second language (ESL) writing teachers' beliefs about themselves as language learners and as writers in their first and/or second language(s). The purpose is to discover how ESL writing teachers’ beliefs about and practice of teaching L2 writing are influenced by their experiences in writing in their first and/ or second languages. Three native (NES) and two non-native English-speaking (NNES) teachers teaching L2 writing took part in the study. During a 15-week semester, their ESL writing classes were periodically observed and audio-recorded. Additionally, each teacher was interviewed two times using stimulated recall regarding both their classroom instructional practices and instruction provided in the margins of student papers. Findings revealed that, language learning in general was an important contributor to both NNES and NES teachers’ cognitions. Even NES teachers who were not advanced in their respective second and/or additional languages still referred to their language learning experiences. The NNES teacher participants also commented that they sometimes had to step out of their own language experience in order to better help their students. Results also indicated that L2 writing teachers without advanced L2 literacy skills were influenced primarily by their L1 writing experiences. L2 writing teachers with advanced L2 literacy skills, however, were greatly influenced by their L2 writing experience. In all of the cases, being an advanced writer, whether in their L1 or L2s, was an important contributor to L2 writing teachers’ cognitions.

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Morris, Myla Bianca. "Writing Class: How Class-Based Culture Influences Community College Student Experience in College Writing." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/377822.

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Urban Education
Ph.D.
This study was designed to build on the existing research on teaching and learning in community college contexts and the literature of college writing in two-year schools. The work of Pierre Bourdieu formed the primary theoretical framework and composition theory was used to position this study in the literature of the college writing discipline. Employing qualitative research methods and a critical working-class perspective, this study reflects a combined data set of participant observation, in-depth personal interview, and document analysis, giving shape to the experiences of fourteen students in one section of a first-year college writing course. This ethnographic study provided fruitful data regarding the nature of student/teacher relationships and students’ negotiation of authority in the classroom and in their writing. The results showcase the value of in-depth, qualitative research in college writing classrooms, a perspective with great potential to reveal underlying factors for student behaviors and outcomes in two-year literacy education.
Temple University--Theses

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28

Kelley, Karen S. "Preservice teachers' belief development while learning to teach writing in an elementary writing methods course." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001268.

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Thompson, Emily Kyle. "Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062868/.

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Preservice teachers (PSTs) bring a plethora of knowledge and experiences to their educator preparation courses. The PSTs have also formed ideas about how to teach based on their observations during the thousands of hours they spent as students in the classroom from kindergarten through high school graduation. This phenomenon, coined by Lortie, is called the apprenticeship of observation. Past research has focused on the apprenticeship of observation in general while neglecting to specifically explore how this phenomenon influences PSTs in regards to writing. Guiding this study were three research questions: (1) what are the PSTs' beliefs about writing instruction and themselves as writers, (2) how have PSTs' experiences as students affected their beliefs about themselves as writers, and (3) how do PSTs' experiences as students influence their plans to teach writing? After conducting a thematic analysis, there are four findings that stemmed from the data. First, PSTs come to their educator preparation programs with beliefs about themselves as writers. Particularly, the PSTs believe they are either writers or non-writers, Next, PSTs believe that writing instruction should be high-quality and foster student interest. Additionally, data suggested that PSTs' past experiences as students in a writing classroom influenced the PSTs' beliefs. Particularly, the PSTs' experiences around feedback and the control they had over writing were the most discussed. Lastly, past experiences stemming from the PSTs' apprenticeship of observation formed the basis for the plans the PSTs had about teaching writing. These findings have implications for both teacher educators and the PSTs they teach. It is imperative that teacher educators take steps to uncover the beliefs and past experiences of the PSTs as these serve as a lens through which the PSTs look through during their writing methods courses. Teacher educators must also use this information as a springboard for instruction. Finally, teacher educators must challenge the apprenticeship of observation to ensure that the plans PSTs have for teaching writing are not simply a conservative recreation of past experiences devoid of a theoretical basis.

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Pedersen, Joelle Marie. "TheNeglected Voice in the Writing Revolution: Foregrounding Teachers' Perspectives." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108402.

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Thesis advisor: Marilyn Cochran-Smith
Prior to the widespread adoption of the Common Core State Standards (CCSS) in 2009, writing was largely neglected in the education policy realm. However, the CCSS called for major shifts in the teaching of writing reinforced by the requirements of rigorous new standardized writing assessments. While the high stakes attached to these new assessments place all teachers under increased pressure to improve students’ writing, little is known about how teachers perceive the standards and assessments or how these are influencing classroom instruction. To address this need, this case study explored how English teachers at one urban high school made sense of their school’s new writing initiative, which incorporated use of CCSS-aligned, standardized writing assessments to improve students’ writing. In this longitudinal study, I drew from multiple, nested data sources, including interviews with teachers and school leaders, observations of department meetings, and teacher “think alouds” about students’ writing. Relying on the theoretical lenses of sense-making (Spillane et al., 2002) and communities of practice (Wenger, 1998), I argue that teachers’ sense-making of the writing initiative was individualized and heavily mediated by the standardized assessments they used. This study has three major findings. First, at the school level, there was a “coherence gap” between how the multiple, conflicting purposes of the initiative were represented to teachers and lack of organizational structures to support streamlined implementation. Second, at the department level, the discourse about writing was constrained by the decontextualized nature of the CCSS and the standardized writing assessments, which oversimplified teachers’ understandings of writing as a social process. Third, at the classroom level, teachers relied on two particularized dimensions of their professional knowledge – their “reform knowledge” and their “relational knowledge” – to exercise agency in implementation. Overall, teachers made meaning of the writing initiative in localized ways consistent with their established writing instruction and their perceptions of students’ needs. This study underscores the central importance of particularized teacher knowledge in translating reform meaningfully to the classroom. Until school leaders and policymakers recognize teachers’ knowledge as valuable and create opportunities for teachers to share this knowledge with others, reforms are unlikely to be successful
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Clinnin, Kaitlin M. "Moving from "Community as Teaching" to "Community as Learning": A New Framework for Community in Higher Education and Writing Studies." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491222371780264.

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Swineford, Dolores Ann. "HOW NOVICE TEACHERS DESCRIBE THEIR PREPARATION TO BE WRITING TEACHERS: A MIXED METHODS STUDY." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595344483308093.

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Jarrin, Lucia A. "Teaching more than writing : a writing and community building project for Liceo Internacional Quito, Ecuador /." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/6/.

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Li, Wai-shing. "A study of student teachers using journal writing as a tool for reflection." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671686.

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Krumheuer, Aaron Taylor. "LAVALAND ZINE: Community Writing and the Arts in Athens." Ohio University Honors Tutorial College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1340130693.

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Montaño, Jesus A. "Writing a nation : figuring community in late medieval England/." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu148819010986812.

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Roberts, Kathryn Susan. "Colony Writing: Creative Community in the Age of Revolt." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493348.

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This dissertation studies the impact of a form of literary patronage, domestic writers’ colonies, on U.S. literary production in first half of the twentieth century. I discuss Provincetown, Massachusetts; Taos and Santa Fe, New Mexico; the MacDowell Colony in Peterborough, New Hampshire; and Yaddo in Saratoga Springs, New York. Hundreds of writers, artists, and composers lived and worked in these colonies, but I focus on writers whose relationship with a colony caused a significant shift in their career, including Eugene O’Neill, Willa Cather, Thornton Wilder, Carson McCullers, and Katherine Anne Porter. There have been many studies of literary patronage in this period—from little magazines and expatriate networks, to the Works Progress Administration, to university creative writing programs—but there is no literary-historical account of domestic writers’ colonies as a distinctive set of institutions. “Colony Writing” argues that domestic writers’ colonies made a space for writers who were neither commercial bestsellers nor high modernists, but occupied an uncharted position in the literary field. These colony writers valued participation in creative community over personal profit or aesthetic experimentation. While their work spans many genres and styles, it shares a preoccupation with heterotopias: spaces outside of mainstream culture that have the power to reshape social life. Colonies placed writers on the margins of American society, and writers celebrated that marginality as an imaginative advantage, one that gave them an outsider’s perspective on the culture at large.
English

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Scott, Patricia Gioffre. "Delaware Writing Project Technology Initiative (DWPti) guiding teachers to integrate technology with the teaching of writing /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.89 Mb., 205 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220737.

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Latif, Muhammad Muhammad Mahmoud Abdel. "Egyptian EFL student teachers' writing processes and products : the role of linguistic knowledge and writing affect." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.495794.

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Solagha, Omta Zoi. "Writing Difficulties in the Swedish ESL-Classroom : How teachers of English deal with students’ writing difficulties." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94207.

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This study covers a research within the area of writing difficulties in the ESL classroom (English as second language). This essay aims to look at teachers’ attitudes towards working with writing difficulties and also how teachers deal with this issue in the classroom. The data for this study was collected through the qualitative method; interviews and observations. The informants who participated in this study are English teachers, working in year 7-9. The observations were conducted during the informants’ lessons. Previous research has also been used in this study in order to establish the teachers’ work within writing. The study shows that the teachers feel that it is challenging to work with students who have writing difficulties, since those students might be unmotivated. However, the informants believe that teachers need to motivate their students to write more, in order to achieve development. Moreover, the study shows that teachers do not use any specific method when working with writing, instead they try to see what the students have difficulties with, and subsequently find solutions based on the individual’s needs.

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Furgerson, Susan Paige. "Teaching the writers' craft through interactive writing: A case study of two first grade teachers." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1101760120.

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Ko, Kyoungrok. "Perceptions of KFL/ESL Teachers in North America Regarding Feedback on College Student Writing." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276447371.

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Luyt, Ilka. "Writing in the presence of others, understanding the role of personal writing in a community college." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0003/MQ42657.pdf.

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GRATZ, MICHELLE L. "A COMPARISON OF STUDENTS' AND TEACHERS' PERCEPTIONS OF THE WRITING PROCESS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1116367906.

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Barletta, Manjarres Norma Patricia. "English Teachers in Colombia: Ideologies and Identities in Academic Writing." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/193920.

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English Language Teaching (ELT) can be considered an ideological enterprise especially at a time when the spread of English and the ELT profession are related to post-colonial and capitalist interests (Phillipson, 1992, 1997, 2000, 2006; Pennycook, 1994, 1997a; Canagarajah,1999b). In this context, nonnative English-speaking teachers (NNESTs) face particular challenges related to the prevailing ideologies of English, which has consequences in terms of roles, status, power, and access. This dissertation is a critical discourse analysis of the theses written by twenty in-service teachers of English as a Foreign Language in Colombia on completion of a one-year graduate program, during which they were acquainted with theories, approaches, and methodologies in the field of ELT. The objective is, through a close analysis of the language feature of the texts, 1) to identify ideologies of English, teaching and learning, and 2) to describe the identities the teachers construe for themselves in their writing. The analysis is text-driven and it uses categories from different functional approaches. The analysis of the texts shows that the writers engage in ideological discourses regarding the English language, the social and economic consequences of knowing English, and the cultural aims of foreign language teaching. Their discourses convey conceptions of teaching, learning and research that are influenced by acritical interpretations of the literature available to them. This does not seem to contribute to solving their practical problems and is likely to contribute to the maintenance of the students' established roles in their communities. The teacher-authors are faced with the challenge of dealing with the contradicting interests of their own ideals of education, the constraints of the conventions of the discourse community they are trying to enter, the institutional pressures to be updated with newer trends in applied linguistics and obtain visible results, and the needs of the country to find a place in the globalized economy. The study points to the need to encourage more critical interpretations and applications of the theories and approaches emanating from the traditional academic centers which in turn should also take interest in examining the pattern of the unilateral flow of knowledge and its consequences.

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Hughes, M. "Sensitising primary school teachers to discourse relations in children's writing." Thesis, University of Manchester, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233407.

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Young, Whitney Nash. "Supporting Elementary Teachers In Effective Writing Instruction Through Professional Development." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1637.

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Common Core State Standards (CCSS) for writing have created a challenge for teachers at an urban elementary school as they struggled to provide effective writing instruction to support the rigorous expectations of the standards. The purpose of this study was to explore elementary teachers' lived experiences of instruction and better understand instructional writing procedures and strategies. The conceptual framework of this study was based on Dennick's work for incorporating educational theory into teaching practices, which combined elements of constructivist, experiential, and humanist learning theories. Research questions investigated how teachers perceived the impact of the CCSS writing standards on their practice and what kinds of support they needed in order to effectively support writing instruction. A phenomenological design was selected to capture the lived experiences of participants directly associated with CCSS writing instruction. The study included 6 individual teacher interviews and a focus group session of 6 teachers who met the criteria for experience in Grades 3-5 at the elementary school. Data were coded and then analyzed to determine common themes that surfaced from the lived experiences of teachers including the need for training in writing instruction, the impact of common core standards on the increased rigor of current writing instruction, a lack of PD at the local school, and instructor challenges with differentiated writing instruction. A job-embedded professional development model was designed to support teachers with effective writing instruction and improve teacher practice at the local school, the district, and beyond. When fully implemented, this professional development may provide elementary teachers with research-based writing strategies that will support the rigor of CCSS standards and college and career readiness.

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Weatherwax, Kerrin. "Elementary Teachers' Perceptions on Writing Proficiency of Military-Connected Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4576.

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At Base Elementary School (BES) in the Southwest United States school administrators were concerned that writing proficiency levels for 2014-2015 were below district and state standards and there was not a clear understanding of teachers' perceptions on writing proficiency of military-connected (MC) students at the target site. Therefore, the purpose of this qualitative case study was to explore teachers' perceptions on writing proficiency of MC students at BES. Using Lave and Wenger's communities of practice framework, a qualitative instrumental case study was used to discern perceptions of elementary English Language Arts (ELA) teachers regarding the writing proficiency of MC students. Through a purposeful sample of 12 ELA teachers, telephone interviews were used to explore teachers' writing perceptions. Data from interviews were analyzed using inductive and iterative analysis resulting in identification of key themes. Major themes included the status of existing writing practices, diverse culture of MC students, need for collaborative relationship building among teachers, and the need for targeted writing professional development (PD) focused on connecting evidence-based practices (EBP) to state writing standards using culturally responsive practices (CRP). The resulting project of a white paper, will promote stakeholder awareness of teachers' perceptions, includes themes supporting the findings with recommendations that teachers would benefit from targeted writing PD focused on EBP and CRP using a collaborative model. Teacher use of these recommendations may promote social change by improving writing support for MC students possibly leading to improved performance on state proficiency assessments.

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Martin, Joy Alison. "Exploring secondary writing teachers’ metacognition: an avenue to professional development." Diss., Kansas State University, 2013. http://hdl.handle.net/2097/15521.

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Doctor of Philosophy
Curriculum and Instruction
Lotta Larson
Writing teachers teach students to read, write, and think through text. They draw upon their own comprehension to determine if, when, and how to intervene in directing students to deeper, more thoughtfully written texts by encouraging them to monitor and regulate their thoughts—to be metacognitive. Writing itself has been called “applied metacognition,” for it is essentially the production of thought (Hacker, Keener, & Kircher, 2009, p. 154). Yet little is known about the metacognitive practices and behaviors of those who teach writing. The purpose of this instrumental, collective case study was to explore and describe writing teachers’ metacognition as they took part in two range-finding events in a midwestern school district. Participants were tasked with reading and scoring student essays and providing narrative feedback to fuel training efforts for future scorers of the district’s writing assessments. Each range-finding event constituted a case with fourteen participants. Three administrative facilitators and four retired English teachers participated in both events, along with seven different practicing teachers per case. The study concluded that, indeed, participants perceived and regulated their thinking in numerous ways while reading and responding to student essays. With Flavell’s (1979) theoretical model of metacognition as a framework for data analysis, 28 distinct content codes emerged in the data: 1) twelve codes under metacognitive knowledge of person, task, and strategy, 2) seven codes under metacognitive experiences, 3) six codes under metacognitive goals (tasks), and 4) three codes under metacognitive actions (strategies). In addition, three dichotomous themes emerged across the cases indicating transformational distinctions in teachers’ thinking: 1) teaching writing and scoring writing, 2) confusion and clarity, and 3) frustrations and fruits. The study highlighted the potential of improving teachers’ meta-thinking about teaching and assessing writing through dialectic conversations with other professionals. Its findings and conclusions implicate teacher educators, practicing teachers, and school district administrators to seek opportunities for cultivating teachers’ awareness, monitoring, and regulation of their thoughts about content, instruction, and selves to better serve their students.

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Joyce, Jennifer A. "Teachers on tap : exploring professional development through community engagement /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7855.

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Dissertations / Theses on the topic 'Teachers writing in community'

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