Factors Affecting Powerful Writing Pedagogy at an Urban Middle School

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Abstract

This paper examines two urban, middle school teachers’ beliefs and practices on teaching writing through the lens of a specific powerful writing pedagogy for adolescent learners that integrates evidence-based practices, authentic writing, and critical composition pedagogy. Additionally, a critical bifocality lens illuminates external factors affecting teaching. Two broad, guiding questions for this study are: To what extent are powerful writing pedagogies (PWPs) happening in urban, public middle schools? What factors are preventing or enabling PWPs in urban, public middle schools? Using case study methods, analysis illuminates how teachers implemented different aspects of the PWP for adolescent learners in part due to beliefs and experiences, and how external factors, such as professional development and the school’s mission, may have limited criticality.

Author

• Nadia Behizadeh, Georgia State University