Analytic Writing Exchanges: A Forum for Envisioning and Enacting Effective Writing Practices for Young Children

• In Event: Preparing Preservice Teachers for Literacy Teaching and Learning

Abstract

Teachers play a critical role in developing students’ writing proficiencies (Grisham & Wolsey, 2011). Yet, few studies document the preparatory experiences of early childhood preservice teachers’ (PSTs) acquisition of pedagogical knowledge as it relates to young children’s writing (Morgan & Pytash, 2014). This study examined 20 PSTs’ understandings of children’s writing while immersed in an analytic writing exchange with a linguistically, culturally, and economically diverse group of second-grade writers. Data sources included participants’ journal reflections and responses on an anticipated writing practice survey. Using a mixed-strategy approach (Bryman, 2006), analyses revealed PSTs envisioned and enacted a diverse set of instructional practices. The forum afforded PSTs the opportunity to consider and respond to multiple facets of diverse young children’s writing.

Authors

• Leslie La Croix, George Mason University

• Julie K. Kidd, George Mason University

• M. Susan Burns, George Mason University

• Anastasia P. Samaras, George Mason University