Closing the Gap: Examining the Effectiveness of a Writing Methods Course on Practicing Teachers’ Understandings and Instructional Practices

• In Event: Professional Development in English Language Arts

Abstract

This mixed-methods study examines the links between a university writing course and the understandings and practices of twelve practicing teachers, grades 1-6; six of whom participated in the professional development and six who did not. Data from response-guided interviews, instructional logs, classroom observation notes and protocols, and follow-up interviews have been analyzed, compared, and integrated. Analyses found significant differences between groups for: (1) understandings about writing and writing development; (2) instructional frameworks; (3) expectations of students and; (4) use and mastery of research-supported writing practices and strategies. Multiple data sources demonstrated convincing links between the teachers’ knowledge and skills and the methods course. Findings suggest policy and practice implications for teacher professional development, teacher educators, and teacher education researchers.

Author

• Sherry Dismuke, Boise State University