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Writing Together: A Study of Seconda...

Alford, Katie.

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Writing Together: A Study of Secondary ELA Preservice Teachers Participating in Peer Writing Communities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Writing Together: A Study of Secondary ELA Preservice Teachers Participating in Peer Writing Communities./
作者:	Alford, Katie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	171 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-11, Section: A.
Contained By:	Dissertations Abstracts International80-11A.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13860070
ISBN:	9781392136874

Writing Together: A Study of Secondary ELA Preservice Teachers Participating in Peer Writing Communities.
Alford, Katie.

Writing Together: A Study of Secondary ELA Preservice Teachers Participating in Peer Writing Communities. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 171 p.

Source: Dissertations Abstracts International, Volume: 80-11, Section: A.

Thesis (Ph.D.)--Arizona State University, 2019.

This item must not be added to any third party search indexes.

This mixed methods study explores the work of five small writing communities formed within a university-based preservice English language arts writing methods course. Fifteen preservice English language arts teachers took part in the study and participated across five peer writing groups. The study shares the instructional design of the course as well as the writing activities and practices that took place within the groups over the course of one 15-week semester. The study draws on Wenger's (1998, 2009) theory of communities of practice as well as activity theory (Engestrom,1999, 2001; Russell, 1997) to understand the social supports, practices, and learning activities that assisted these preservice teachers as writers and as teachers of writing. The qualitative data included writing surveys, writing samples, and participant interviews as well as pre and post writing self-efficacy surveys as quantitative data. This study documents the affordances and constraints of peer writing groups in methods courses for preservice English language arts teachers and how these groups may influence their identities and practices as writers and as teachers of writing. These findings provide insight into ways we might strengthen the preparation of English language arts preservice teachers as teachers of writing and build communities of practice within preservice training courses and programs.

ISBN: 9781392136874Subjects--Topical Terms:

532624
Language arts.

Writing Together: A Study of Secondary ELA Preservice Teachers Participating in Peer Writing Communities.
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