Writing teachers become writers: teachers plan writing instruction based on their own development as writers
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Saarbrücken
VDM Verl. Dr. Müller
2007
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| Schlagworte: | |
| Online-Zugang: | Inhaltstext Inhaltsverzeichnis |
| Beschreibung: | 142 S. 240 mm x 170 mm |
| ISBN: | 9783836426558 3836426552 |
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Datensatz im Suchindex
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| adam_text |
TABLE OF CONTENTS PAGE CHAPTER I. INTRODUCTION 1 PERSONAL BACKGROUND FOR
THE STUDY 2 DESCRIPTION OF THE STUDY 8 OVERVIEW OF THE METHODOLOGY 9
SIGNIFICANCE OF THE STUDY 9 DEFINITIONS OF TERMS II. REVIEW OF THE
LITERATURE 13 KNOWLEDGE ABOUT THE TEACHING OF WRITING 13 THE IMPORTANCE
OF WRITING TEACHERS LEARNING FROM EACH OTHER 15 THE IMPORTANCE OF
WRITING TEACHERS BEING WRITERS 19 TEACHERS AS WRITERS' KNOWLEDGE ABOUT
THEIR DEVELOPMENT AS WRITERS 32 TEACHERS AS WRITERS' USES OF THEIR
KNOWLEDGE ABOUT THEMSELVES AS WRITERS TO PLAN THEIR WRITING INSTRUCTION
33 BIBLIOGRAFISCHE INFORMATIONEN HTTP://D-NB.INFO/985596465
DIGITALISIERT DURCH CONFIDENTIALITY 55 III. METHODOLOGY 36 NATURALISTIC
INQUIRY 36 PERSON AS INSTRUMENT STATEMENT 38 MY PERSPECTIVE AS A
TEACHER/WRITER 38 MY PERSPECTIVE AS A STUDENT 39 MY PERSPECTIVE AS A
WRITER 40 SELECTION OF PARTICIPANTS 40 STRUCTURE OF THE CLASS 42 DATA
COLLECTION METHODS 47 QUESTIONNAIRE OF PARTICIPANTS 47 NOTES ON GROUP
AND CLASS DISCUSSIONS 49 COPIES OF STUDENT WORK 51 DATA ANALYSIS 51 OPEN
CODING 51 AXIAL CODING 52 SELECTIVE CODING 52 ESTABLISHING
TRUSTWORTHINESS 53 CREDIBILITY 53 TRANSFERABILITY 54 DEPENDABILITY AND
CONFIRMABILITY 55 CHAPTER SUMMARY 55 IV.FINDINGS 56 GROUPS 57 WE 'VE GOT
KLAS 57 HALF AND HALF. 59 MISFITS 61 FINDING ONE 63 SPECIFIC CONCEPTS
ALL PARTICIPANTS LEARNED 63 SPECIFIC CONCEPTS PARTICIPANTS LEARNED ABOUT
THEMSELVES AS WRITERS 69 MAY TAKE SOME TIME TO FIND THE STORY THE WRITER
WANTS TO TELL 73 VOICE IS A STRENGTH 75 TOPIC CHOICE 75 INDIVIDUAL
WRITING PREFERENCES. 77 WRITING GROUPS 79 THEY SHOULD WRITE 80 PERSONAL
EXPECTATIONS 81 PERSONAL OBSERVATIONS 81 VALUES IN WRITING 82
RECOMMENDATIONS FOR FUTURE RESEARCH 133 EMOTIONAL ASPECTS 84 SELF AS
WRITER CONCEPTS 84 SELF CONFIDENCE 85 FINDING TWO 86 ALLOW STUDENTS TO
BREAK RULES 91 ADD USE OF GROUPS 92 ADD USE OF JOURNALS 93 SHOW STUDENTS
WRITING CAN BE FUN 94 SHARE EXPERIENCES OF TEACHER AS WRITER 94 TEACH
STUDENTS TO THINK AND READ LIKE WRITERS. 95 ALLOW MORE TIME TO WRITE 95
PROVIDE INSTRUCTION ON GENERATION OF TOPICS. 95 TAKE RISKS AS A
TEACHER/WRITER 96 FINDING THREE 97 FINDING FOUR 101 FINDING FIVE 104 V.
DISCUSSION 108 IMPLICATIONS 126 LIMITATIONS 132 FINAL REFLECTION 134
REFERENCES 136 |
| adam_txt |
TABLE OF CONTENTS PAGE CHAPTER I. INTRODUCTION 1 PERSONAL BACKGROUND FOR
THE STUDY 2 DESCRIPTION OF THE STUDY 8 OVERVIEW OF THE METHODOLOGY 9
SIGNIFICANCE OF THE STUDY 9 DEFINITIONS OF TERMS II. REVIEW OF THE
LITERATURE 13 KNOWLEDGE ABOUT THE TEACHING OF WRITING 13 THE IMPORTANCE
OF WRITING TEACHERS LEARNING FROM EACH OTHER 15 THE IMPORTANCE OF
WRITING TEACHERS BEING WRITERS 19 TEACHERS AS WRITERS' KNOWLEDGE ABOUT
THEIR DEVELOPMENT AS WRITERS 32 TEACHERS AS WRITERS' USES OF THEIR
KNOWLEDGE ABOUT THEMSELVES AS WRITERS TO PLAN THEIR WRITING INSTRUCTION
33 BIBLIOGRAFISCHE INFORMATIONEN HTTP://D-NB.INFO/985596465
DIGITALISIERT DURCH CONFIDENTIALITY 55 III. METHODOLOGY 36 NATURALISTIC
INQUIRY 36 PERSON AS INSTRUMENT STATEMENT 38 MY PERSPECTIVE AS A
TEACHER/WRITER 38 MY PERSPECTIVE AS A STUDENT 39 MY PERSPECTIVE AS A
WRITER 40 SELECTION OF PARTICIPANTS 40 STRUCTURE OF THE CLASS 42 DATA
COLLECTION METHODS 47 QUESTIONNAIRE OF PARTICIPANTS 47 NOTES ON GROUP
AND CLASS DISCUSSIONS 49 COPIES OF STUDENT WORK 51 DATA ANALYSIS 51 OPEN
CODING 51 AXIAL CODING 52 SELECTIVE CODING 52 ESTABLISHING
TRUSTWORTHINESS 53 CREDIBILITY 53 TRANSFERABILITY 54 DEPENDABILITY AND
CONFIRMABILITY 55 CHAPTER SUMMARY 55 IV.FINDINGS 56 GROUPS 57 WE 'VE GOT
KLAS 57 HALF AND HALF. 59 MISFITS 61 FINDING ONE 63 SPECIFIC CONCEPTS
ALL PARTICIPANTS LEARNED 63 SPECIFIC CONCEPTS PARTICIPANTS LEARNED ABOUT
THEMSELVES AS WRITERS 69 MAY TAKE SOME TIME TO FIND THE STORY THE WRITER
WANTS TO TELL 73 VOICE IS A STRENGTH 75 TOPIC CHOICE 75 INDIVIDUAL
WRITING PREFERENCES. 77 WRITING GROUPS 79 THEY SHOULD WRITE 80 PERSONAL
EXPECTATIONS 81 PERSONAL OBSERVATIONS 81 VALUES IN WRITING 82
RECOMMENDATIONS FOR FUTURE RESEARCH 133 EMOTIONAL ASPECTS 84 SELF AS
WRITER CONCEPTS 84 SELF CONFIDENCE 85 FINDING TWO 86 ALLOW STUDENTS TO
BREAK RULES 91 ADD USE OF GROUPS 92 ADD USE OF JOURNALS 93 SHOW STUDENTS
WRITING CAN BE FUN 94 SHARE EXPERIENCES OF TEACHER AS WRITER 94 TEACH
STUDENTS TO THINK AND READ LIKE WRITERS. 95 ALLOW MORE TIME TO WRITE 95
PROVIDE INSTRUCTION ON GENERATION OF TOPICS. 95 TAKE RISKS AS A
TEACHER/WRITER 96 FINDING THREE 97 FINDING FOUR 101 FINDING FIVE 104 V.
DISCUSSION 108 IMPLICATIONS 126 LIMITATIONS 132 FINAL REFLECTION 134
REFERENCES 136 |
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| author | Watts, Jeri Hanel |
| author_facet | Watts, Jeri Hanel |
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| building | Verbundindex |
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| ctrlnum | (OCoLC)521454707 (DE-599)DNB985596465 |
| dewey-full | 808.02 |
| dewey-hundreds | 800 - Literature (Belles-lettres) and rhetoric |
| dewey-ones | 808 - Rhetoric & collections of literature |
| dewey-raw | 808.02 |
| dewey-search | 808.02 |
| dewey-sort | 3808.02 |
| dewey-tens | 800 - Literature (Belles-lettres) and rhetoric |
| discipline | Pädagogik Literaturwissenschaft |
| discipline_str_mv | Pädagogik Literaturwissenschaft |
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| title | Writing teachers become writers teachers plan writing instruction based on their own development as writers |
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| title_exact_search_txtP | Writing teachers become writers teachers plan writing instruction based on their own development as writers |
| title_full | Writing teachers become writers teachers plan writing instruction based on their own development as writers Jeri H. Watts |
| title_fullStr | Writing teachers become writers teachers plan writing instruction based on their own development as writers Jeri H. Watts |
| title_full_unstemmed | Writing teachers become writers teachers plan writing instruction based on their own development as writers Jeri H. Watts |
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| title_sub | teachers plan writing instruction based on their own development as writers |
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