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ERIC Number: EJ1068179
Record Type: Journal
Publication Date: 2010
Pages: 20
Abstractor: As Provided
Reference Count: 82
ISBN: N/A
ISSN: EISSN-1559-9035
The Power of Teachers' Writing Stories: Exploring Multiple Layers of Reflective Inquiry in Writing Process Education
Bausch, Linda S.
Journal of Language and Literacy Education, v6 n1 p20-39 2010
The purpose of this theoretical mixed-method study is to examine teachers' self-assessments of their perceptions about writing development and instruction. One hundred and fifty teachers participated in a multiple-method data collection utilizing a Likert survey, extended narrative response, and sociometric networking of literacy identity (sociogram). Results indicated that there is a contradiction between the stated beliefs, self-perceptions and descriptions of practice. This article is an explication of why examining teachers' self-perceptions concerning themselves as writers and exploring the ways in which this self-perspective phenomenon influences the teaching of writing in their classrooms, through multiple methods, will lead to greater educational clarity of identity and practice.
Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A