This qualitative study explored reasons K-6 teachers did or did not engage students regularly in writing. Interviews with 14 teachers, classified as high, transitional, and low implementers of writing instruction, revealed three themes: hindrances and helps, beliefs concerning practice, and preparation and professional development. Both high and…

The purpose of this survey was to describe how 112 K-6 Utah teachers perceived process writing. Teachers reported valuing all aspects of writing more than using them. In general, they valued responding to student needs, daily writing, and process writing, and reported incorporating them in their classes. Conversely, they did not value commercial…