Writing Instruction in Action: Exploring the Influence of Practice-Based Literacy Methods in an Urban School-University Partnership

• In Event: Poster Session 3
  In Poster Session: Exploring Content and Contexts in Preservice Coursework

Abstract

This study explores specific practices for teaching writing methods in a practice-based literacy course. The purpose of this qualitative study is to explore the influence of an experiential learning practice on teacher candidates’ perception of writing and the teaching of writing. The research was conducted in a preservice literacy methods course intended to improve writing instruction specifically through a modeled writing unit observed over four weeks in a third grade classroom. Researchers have proposed that teacher education can be more effective through the implementation of practice-based teacher education (Ball & Forzani, 2009; Grossman, et al. 2009; Hollins, 2011). To this end, this research was conducted in a literacy methods course intended to improve writing instruction through practice-based instruction.

Authors

• Tricia DeGraff, Academy for Integrated Arts

• Jennifer H. Waddell, University of Missouri - Kansas City