UVM Theses and Dissertations
Format:
Print
Author:
Kurzman, Karen
Dept./Program:
College of Education and Social Services
Year:
2009
Degree:
Ed. D.
Abstract:
Writing is a complex, multi-faceted activity that requires deep understanding of both content and writing skills. The expertise needed to instruct students in becoming creative, competent writers is just as challenging. This research examines how teachers learned and used strategies for writing instruction they acquired in a "Writing for Understanding" professional development program. Data was collected from teacher journals, interviews, and surveys to address the questions: Do teachers report that "Writing for Understanding" made any difference in their beliefs about the teaching of writing? If so, how? Which strategies, if any, made a difference in instructional practices and attitudes? Did participants observe any changes in student attitudes and skills?
Findings indicated that teachers' beliefs and practices did change. Teachers asserted that students need purposeful instruction, yet they were not knowledgeable about how to provide that instruction. Participants also valued the flexible structures presented in the program and believed they led to improved writing. Using writing in content areas was identified as another valuable strategy, and teachers asserted that coaching students while writing was more positive than conferencing after writing was completed. Participants distinguished between a linear writing process and a recursive method in which the product was important, not the process itself. Overall, teachers gained confidence in their abilities, and with that student skills and attitudes changed in a positive way as well.
The results demonstrate a need to ensure that teachers are prepared to teach writing in ways that are directly linked to changes in student performance. Concluding recommendations include the suggestions that teacher preparation programs should include a year-long course on how to teach writing, and that professional development programs on teaching writing should include instruction for both teachers and students with a systemic two or three year professional development program.
Findings indicated that teachers' beliefs and practices did change. Teachers asserted that students need purposeful instruction, yet they were not knowledgeable about how to provide that instruction. Participants also valued the flexible structures presented in the program and believed they led to improved writing. Using writing in content areas was identified as another valuable strategy, and teachers asserted that coaching students while writing was more positive than conferencing after writing was completed. Participants distinguished between a linear writing process and a recursive method in which the product was important, not the process itself. Overall, teachers gained confidence in their abilities, and with that student skills and attitudes changed in a positive way as well.
The results demonstrate a need to ensure that teachers are prepared to teach writing in ways that are directly linked to changes in student performance. Concluding recommendations include the suggestions that teacher preparation programs should include a year-long course on how to teach writing, and that professional development programs on teaching writing should include instruction for both teachers and students with a systemic two or three year professional development program.