Elementary Teachers’ Conception of Effective Text-Based Writing Tasks

• In Event: Roundtable Session 25
  In Roundtable Session: Comparisons of Teacher Literacy Knowledge and Practice in the United States and Abroad

Abstract

This comparative case analysis explored three 4th-grade ELA teachers’ conception of effective text-based writing tasks, comprised of their beliefs about the role of these tasks, the features of effective writing prompts, and the nature of instruction around such tasks. The influence that the teachers’ conception and beliefs might have on the writing tasks they select, design, and implement in the classroom was also explored. Results of analyses of interviews, surveys, and instructional artifacts suggest at least three distinguishable conceptions of text-based writing tasks. Furthermore, teachers’ conception strongly influences their teaching practice. Inconsistencies between teachers’ beliefs and practice are associated with teachers’ perception of district policy constraints related to curriculum and accountability testing.

Author

• Elaine Lin Wang, University of Pittsburgh