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SIWI in an Itinerant Teaching Setting: Contextual Factors Impacting Instruction
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In: Doctoral Dissertations (2016)
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| 83 |
Examining Student Writing Proficiencies Across Genres: Results of an Intervention Study
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In: Theory and Practice in Teacher Education Publications and Other Works (2016)
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| 84 |
Differentiating writing instruction for students who are deaf and hard of hearing
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In: Theory and Practice in Teacher Education Publications and Other Works (2016)
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| 85 |
The writing practices and writer identities of adult learners participating in a community-based adult education program
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| 86 |
Developing Preservice Writing Teachers’ Professional Judgment: Design Conjectures for Supporting Equitable and Rigorous Writing Instruction
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In: Teaching/Writing: The Journal of Writing Teacher Education (2016)
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Abstract:
To meet the composition demands of the future, secondary students in the United States will need more rigorous and more equitable writing instruction. They will need opportunities to inquire into and frame authentic problems. They will need to communicate for a variety of audiences and purposes, and they will need access to a variety of linguistic and literary forms. In turn, secondary teachers will need improved preparation for teaching writing. This conceptual review outlines what intellectually rigorous and equitable writing instruction looks like, arguing that teaching writing in these ways requires that teachers deploy substantial professional judgment. I then rely on sociocultural ideas about concept development, as well as recent research on practice-based teacher education, to build a theoretical framework for thinking about how teacher educators—across disciplines—can support teachers in developing professional judgment, rather than technical skills, for rigorous and equitable instruction. Finally, I make this theoretical framework specific to writing by reviewing research on how secondary teachers learn to teach writing. The result is a set of design conjectures for how we, in the field of writing teacher education, might design activities capable of supporting preservice writing teachers in learning to teach writing rigorously, equitably, and with professional judgment.
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Keyword:
concept development; Education; practice-based teacher education; Rhetoric and Composition; Secondary Education and Teaching; teacher education; Teacher Education and Professional Development; teachers' learning; writing; writing instruction
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URL: https://scholarworks.wmich.edu/wte/vol5/iss1/3
https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1156&context=wte
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| 88 |
Corpus-supported academic writing : how can technology help? ...
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| 89 |
Enhancing Business Writing Instruction with Blended Learning
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Wu, Jing. - : University of Alberta, 2015
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| 90 |
Academic Literacy Development and Identity Construction of Undergraduates at an American University in the UAE
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| 91 |
Scaffolding Disciplinary Engagement and Literacy for Reclassified as Fluent English Proficient (R-FEP) Middle School Students
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| 92 |
Video Review and Reflection for Ongoing Inservice Teacher Professional Development
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In: Theory and Practice in Teacher Education Publications and Other Works (2015)
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| 93 |
Practices and Routines in SIWI Lessons that Develop Skills in Reading
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In: Doctoral Dissertations (2015)
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| 94 |
The writing performance of elementary students receiving Strategic and Interactive Writing Instruction
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In: Theory and Practice in Teacher Education Publications and Other Works (2015)
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| 95 |
An Analysis of Deaf Students’ Spelling Skills during a Year Long Instructional Writing Approach
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In: Theory and Practice in Teacher Education Publications and Other Works (2015)
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| 96 |
Developing a Written Language Inventory for Deaf and Hard of Hearing Students: A Systemic Functional Grammar Approach
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In: Doctoral Dissertations (2015)
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| 97 |
The language-(in)dependence of writing skills: translation as a tool in writing process research and writing instruction
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| 98 |
Write On! A Sociocultural Approach to Promoting Engagement and Motivation in Writing for Elementary Students
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| 99 |
The Network-Assisted Process Approach in College English Writing Instruction in China
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In: Cross-Cultural Communication; Vol 11, No 6 (2015): Cross-Cultural Communication; 122-126 ; 1923-6700 ; 1712-8358 (2015)
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| 100 |
Review of Discipline and Learn: Bodies, Pedagogy, and Writing. Megan Watkins.
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In: Journal of Teaching Writing; Vol. 30 No. 1 (2015); 95-102 ; 2374-2852 ; 0735-1259 (2015)
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