A National Study of Exemplary Writing Methods Instructors’ Course Assignments
Document Type
Article
Publication Date
2-26-2019
Keywords
fsc2019
Abstract
In response to the dearth of research on K to 6 teacher preparation for teaching writing, we investigated writing methods course instructors’ course assignments. Participants’ courses met the following criteria: (a) Courses taken by undergraduate elementary teacher candidates; (b) Writing methods courses; (c) Use of exemplary writing instructional practices; and (d) Direct writing instruction with field application opportunities. Cross-case analysis revealed that despite vastly different teacher preparation programs and contexts, assignments were highly similar and focused on developing the candidates’ self as writer or on becoming a teacher of writing. Assignments highlighted in the findings illuminate how exemplary writing methods course instructors support candidates’ development and may be applied to programs seeking to create or to strengthen a writing methods course. Future directions for research are explored.
DOI
https://doi.org/10.1080/19388071.2019.1575496
Publication Information
Scales, Roya Q.; Tracy, Kelly N.; Myers, Joy; Smetana, Linda; Grisham, Dana L.; Ikpeze, Chinwe; Yoder, Karen Krieder; and Sanders, Jenn (2019). "A National Study of Exemplary Writing Methods Instructors’ Course Assignments." Literacy Research and Instruction 58.2, 67-83.
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