Elementary Teachers of Writing: Personal Writing Beliefs and Their Impact on Teaching Writing

dc.contributor.advisorMatthew, Kathryn
dc.contributor.committeeMemberRaymond, Roberta
dc.contributor.committeeMemberMcEnery, Lillian
dc.contributor.committeeMemberJones, Lisa
dc.creatorHamblen, Lisa Johnson
dc.creator.orcid0000-0002-2931-0120
dc.date.accessioned2018-03-08T17:57:51Z
dc.date.available2018-03-08T17:57:51Z
dc.date.created2017-08
dc.date.issued2017-08-14
dc.date.submittedAugust 2017
dc.date.updated2018-03-08T17:57:52Z
dc.description.abstractThe purpose of this study was to determine teachers’ beliefs of themselves as writers and the impact of these beliefs on their teaching of writing. Case studies of seven teachers of writing on two elementary campuses in a suburban school district were the sample. A combination of interviews, journals, personal teaching metaphors, observations, and field notes were collected using qualitative case study methodology. The constant comparative method was used to analyze the data. As conceptual categories emerged from the analysis, the evidence was sorted in to themes. The results showed a discrepancy between teacher beliefs and practice. The data also revealed a lack of confidence among teachers regarding their ability to teach writing effectively while preparing students for high-stakes, standardized tests.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10657.1/813
dc.language.isoen
dc.subject.lcshEnglish language--Study and teaching (Elementary)
dc.subject.lcshEnglish language--Composition and exercises
dc.titleElementary Teachers of Writing: Personal Writing Beliefs and Their Impact on Teaching Writing
dc.typeDissertation
dc.type.materialtext
thesis.degree.grantorUniversity of Houston - Clear Lake
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education
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