Text-based writing in elementary classrooms: teachers’ conceptions and practice

Text-based writing in elementary classrooms: teachers’ conceptions and practice Read Writ https://doi.org/10.1007/s11145-018-9860-7 Text-based writing in elementary classrooms: teachers’ conceptions and practice 1 2 Elaine Lin Wang Lindsay Clare Matsumura Springer Science+Business Media B.V., part of Springer Nature 2018 Abstract Writing analytically about text is a valued skill reflected in current aca- demic standards. The quality of text-based writing opportunities in U.S. elementary schools, however, is generally weak, with variation in the rigor of the writing tasks teachers assign. Previous research suggests that teachers’ beliefs about instruction significantly contribute to their decision-making; therefore, teachers’ conception of text-based writing likely influences the tasks they assign. Yet, teachers’ conceptions of text-based writing have yet to be charted. In the present study, through qualitative analysis of interviews, we identified three such conceptions among 4th and 5th grade teachers (n =17)—text-based writing as application of reading skills and strategies (n =10); as inquiry into text ideas (n =5); and a mixed conception, as both skills-and-strategies-based and affective response tangential to text (n =2). Analysis of assigned text-based writing tasks (n = 102) showed that regardless of their conception, all teachers assigned tasks reflecting the assessment and accountability demands of their policy context. Beyond this, teachers’ assigned tasks were con- sistent with their conception. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Text-based writing in elementary classrooms: teachers’ conceptions and practice

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Publisher
Springer Journals
Copyright
Copyright © 2018 by Springer Science+Business Media B.V., part of Springer Nature
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-018-9860-7
Publisher site
See Article on Publisher Site

Abstract

Read Writ https://doi.org/10.1007/s11145-018-9860-7 Text-based writing in elementary classrooms: teachers’ conceptions and practice 1 2 Elaine Lin Wang Lindsay Clare Matsumura Springer Science+Business Media B.V., part of Springer Nature 2018 Abstract Writing analytically about text is a valued skill reflected in current aca- demic standards. The quality of text-based writing opportunities in U.S. elementary schools, however, is generally weak, with variation in the rigor of the writing tasks teachers assign. Previous research suggests that teachers’ beliefs about instruction significantly contribute to their decision-making; therefore, teachers’ conception of text-based writing likely influences the tasks they assign. Yet, teachers’ conceptions of text-based writing have yet to be charted. In the present study, through qualitative analysis of interviews, we identified three such conceptions among 4th and 5th grade teachers (n =17)—text-based writing as application of reading skills and strategies (n =10); as inquiry into text ideas (n =5); and a mixed conception, as both skills-and-strategies-based and affective response tangential to text (n =2). Analysis of assigned text-based writing tasks (n = 102) showed that regardless of their conception, all teachers assigned tasks reflecting the assessment and accountability demands of their policy context. Beyond this, teachers’ assigned tasks were con- sistent with their conception.

Journal

Reading and WritingSpringer Journals

Published: Jun 1, 2018

References

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