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ERIC Number: EJ830667
Record Type: Journal
Publication Date: 2007
Pages: 9
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-1946-2069
Writing Skills: A Taken for Granted Assumption in Urban Graduate Teacher Education?
Abbate-Vaughn, Jorgelina
Online Yearbook of Urban Learning, Teaching, and Research, p56-64 2007
Teachers are held accountable for improving the literacy skills of PreK-12 pupils. However, the processes (or lack thereof) by which teachers at the various levels of schooling are deemed skilled and become actually prepared for such complex challenge have not been explored in depth. This article focuses on urban preservice teachers' beliefs regarding their own writing skills, compared to their actual performance on a cold prompt. Findings indicate that there is little consistency between participants' beliefs and actual writing performance. Implications for teacher educators and policy-making are offered. (Contains 2 tables.)
AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A