The language and practice of writing teachers: Exploring teacher professional learning within a PLC framework

Simple item page
dc.contributor.advisorBriggs, Connie
dc.creatorKerbs, Macie Gayle
dc.creator.orcid0000-0002-4068-8909
dc.date.accessioned2019-07-03T21:22:58Z
dc.date.available2019-07-03T21:22:58Z
dc.date.created2019-05
dc.date.issued3/29/2019
dc.date.submitted19-May
dc.date.updated2019-07-03T21:22:59Z
dc.description.abstractThere is a need for higher quality professional development for writing teachers (Cutler & Graham, 2008; Gilbert & Graham, 2010; Kiuhara, Graham, & Hawken, 2009). Even though writing is an essential skill, quality writing instruction for students and the professional development for writing teachers is lacking (National Commission on Writing, 2003; Cutler & Graham, 2008). Thus, the purpose of this qualitative collective case study was to document the language and classroom practice of three teachers when professional learning was related to writing process and situated in a Professional Learning Community (PLC) framework. Guiding my inquiry were the following research questions: 1) How is professional learning around writing process evidenced in teachers’ language? 2) How is professional learning around writing process evidenced in teachers’ classroom instruction? Data were collected though observations, interviews, and artifacts. Data analysis involved both deductive and inductive coding, pattern coding, and thematic analysis (Miles, Huberman, & Saldaña, 2014). Three themes emerged when exploring teacher professional learning as evidenced by their language and classroom instruction: improvement in pedagogical content knowledge, development in knowledge-of-practice, and growth in reflective practice. Findings reveal that professional learning that is connected throughout a unit of study, driven by a team’s own agenda, situated in classroom practice, and surrounded by the analysis of student work positively influences teachers’ language and practice around writing instruction. These findings confirm much of the research on professional learning communities but adds a new perspective on the possibilities with not only writing teachers, but teachers of poetry writing. These findings are step forward to emphasizing the need for even more professional learning opportunities and training for writing teachers.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/11274/11536
dc.language.isoen
dc.subjectPoetry
dc.subjectPoetry writing
dc.subjectProfessional learning
dc.subjectProfessional development
dc.subjectProfessional learning communities
dc.subjectTeacher knowledge
dc.subjectWriting
dc.subjectWriting instruction
dc.subjectWriting workshop
dc.titleThe language and practice of writing teachers: Exploring teacher professional learning within a PLC framework
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentReading
thesis.degree.disciplineReading Education
thesis.degree.grantorTexas Woman's University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

Files

Original bundle

Now showing 1 - 1 of 1
Thumbnail Image
Name:
KERBS-DISSERTATION-2019.pdf
Size:
2.87 MB
Format:
Adobe Portable Document Format
Download

License bundle

Now showing 1 - 2 of 2
No Thumbnail Available
Name:
PROQUEST_LICENSE.txt
Size:
5.84 KB
Format:
Plain Text
Description:
Download
No Thumbnail Available
Name:
LICENSE.txt
Size:
1.84 KB
Format:
Plain Text
Description:
Download

Collections

Literacy & Learning
2019 Theses and Dissertations