Abstract/Details

The effect of participation in a writing institute on selected teachers


1996 1996

Other formats: Order a copy

Abstract (summary)

The research question for this study asked, "What are the effects of participating in a 72-hour, 12-day Summer Writing Institute upon teachers' development as writers and as teachers of writing?" This was a hypothesis-generating study that investigated (a) the participants' development as writers, (b) the participants' development as teachers of writing, and (c) the interaction between developing as a writer and developing as a teacher of writing.

Three volunteers were chosen for study from a group of 27 participants in a Summer Writing Institute that was adapted from the National Writing Project model. At the end of the course the three participants shared their process journals in which they kept their notes, drafts of their writing, responses to their own processes, and their reactions to the Summer Writing Institute activities. These were copied for further study. In addition, each participated in an interview that lasted between 45 minutes and an hour, during which time they discussed their reactions to the Summer Writing Institute, their perceptions of how they grew as writers, and their plans for classroom implementation of the philosophy, methodology, and strategies learned.

As a result of this study, three hypotheses were generated. They were: (1) Summer Writing Institute participants reveal their development as writers in different ways, for example: exploring such issues as understanding of their own writing process, valuing peer group responses, developing of a personal theme, writing with voice, and developing a willingness to expose their ideas through their writing. (2) Writing Institute participants' development as teachers is revealed by their evolving philosophy of learning and instruction. This may be reflected in an exploration of instructional practices such as peer response in the classroom, student-selected topics, and development of personal themes. (3) Teacher conceptual change about classroom practice is most likely to occur when there is an interaction between the participant's development as a writer and the development as a teacher.

Indexing (details)


Subject
Teacher education;
Curricula;
Teaching;
Language arts
Classification
0530: Teacher education
0727: Curricula
0727: Teaching
0279: Language arts
Identifier / keyword
Education; National Writing Project
Title
The effect of participation in a writing institute on selected teachers
Author
Laub, Harry David
Number of pages
201
Publication year
1996
Degree date
1996
School code
0072
Source
DAI-A 57/10, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780591153781, 0591153785
Advisor
Brause, Rita S.
University/institution
Fordham University
University location
United States -- New York
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
9708252
ProQuest document ID
304233698
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304233698
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.