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ERIC Number: ED526438
Record Type: Non-Journal
Publication Date: 2011
Pages: 140
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1245-1056-9
ISSN: N/A
Instructional Strategies for Developing the Emergent Writer
Garrett, Delia D.
ProQuest LLC, Ed.D. Dissertation, Walden University
This qualitative case study analyzed and categorized kindergarten teachers' learning processes and their instructional practices in writing through the process of peer coaching. At the study site, state and local standards require that teachers transform their current beliefs and practices in response to expectations for academic performance. Such challenges call for teachers to evaluate their current teaching practices. Few researchers have focused on teachers' perceptions and implementations of these performance standards in their local classroom settings. Teachers at this location have no on-site coaching to assist them with writing instruction. The research question for the study examined the essential elements for instructing the kindergarten writer as reflected through reciprocal peer coaching. Using a Vygotskyian sociocultural perspective, this case study examined teaching practice over a 6-week period from four experienced kindergarten teachers. Data sources included transcribed notes from focus group interviews and individual interviews, peer observation reflection notes from videotaped lesson discussions, and the researcher's journal. The findings supported the inquiry for this study and indicated that job embedded collaboration through peer coaching proved beneficial to the participants through implementation of consistent patterns of reflection, instruction, knowledge and professional growth. The theory and methods discussed in this study provided insight to teachers' thoughts and decisions about instructional strategies that maximize students' writing development. Implications from this study may provide for social change by presenting information to inspire administrators and educators to develop professional development programs that provide collegial support in improving classroom instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A