Degree Date
12-2017
Document Type
Dissertation - Public Access
Degree Name
Ed.D. Doctor of Education
Academic Discipline
Reading and Language
First Advisor
Ruth Quiroa
Second Advisor
Jan Perney
Third Advisor
Sophie Degner
Abstract
This mixed-methods study examined the personal and professional experiences of early elementary teachers related to writing, seeking relationships between their experiences and instructional practices. Data included a survey of 61 kindergarten, first, and second-grade teachers and two focus group interviews in a large urban district in the Midwest. Three major themes emerged from the data concerning the writing instructional practices: (a) the importance of peer collaboration on instructional practices and professional learning, (b) the consistent use of a common writing curriculum, and (c) the application of a Writer’s Workshop approach. The findings suggest that because writing is not a consistent instructional focus in schools across the United States, teachers may need to use their autonomy to make it a priority in their classrooms. To do this, they will need strong curricular materials providing embedded professional learning to facilitate the much needed shift in instructional emphasis toward increased writing instruction.
Recommended Citation
Huftalin, Amy, "Elementary Teachers of Writing: Paths, Passions, and Practices" (2017). Dissertations. 306.
https://digitalcommons.nl.edu/diss/306