A YEAR IN THE WRITING WORKSHOP Linking Writing Instruction Practices and Teachers' Epistemologies and Beliefs about Writing Instruction
A YEAR IN THE WRITING WORKSHOP Linking Writing Instruction Practices and Teachers' Epistemologies and Beliefs about Writing Instruction
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DOI：
10.1086/660688
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发表时间：
2011-09-01
影响因子：
1.7
通讯作者：
Monroe, Brandon W.
中科院分区：
文献类型：
--
作者：
Troia, Gary A.;Lin, Shin-ju Cindy;Monroe, Brandon W.
本文报告了一项为期一年的研究结果，6名写作教师在城市小学谁也接受了密集的专业发展，在写作教学的非营利组织。反复观察表明，教师在使用与写作工作坊相关的核心教学元素方面表现出一致性，这与专业发展支持的重点一致。然而，教师在使用学生参与策略、管理技巧和教学支持方面表现出很大的差异。调查数据显示，教师对写作教学的效能感较强且相对稳定，对显性写作教学和附带写作教学的重要性持较为平衡的看法，这些看法与教师的教学实践有关。对教师的访谈强调了教师自己的写作行为和态度的相关性。
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.