Writing Attitudes and Practices of Content Area Teachers after Participating in the Central Utah Writing Project Summer Institute

Autor/in	Anson, Joseph P.
Titel	Writing Attitudes and Practices of Content Area Teachers after Participating in the Central Utah Writing Project Summer Institute
Quelle	(2017), (161 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Utah State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-1228-3
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Faculty Development; Active Learning; Prior Learning; Self Efficacy; Writing Instruction; Content Area Writing; Secondary School Teachers; Teacher Attitudes; Teacher Motivation; Scaffolding (Teaching Technique); Music Teachers; Science Teachers; Mathematics Teachers; Summer Programs; Institutes (Training Programs); Writing Attitudes; Program Descriptions; Communities of Practice; Outcomes of Education; Utah + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Aktives Lernen; Vorkenntnisse; Self-efficacy; Selbstwirksamkeit; Schreibunterricht; Schriftliche Übung; Lehrerverhalten; Music; Teacher; Teachers; Musiklehrer; Science; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Sommerkurs; Sommerakademie; Community; Lernleistung; Schulerfolg
Abstract	This study of four case studies looks at how secondary math, music, science, and social studies teachers' attitudes and classroom practices were affected by their participation in the Central Utah Writing Project (CUWP) summer institute. Participant interviews, observations, and artifacts were analyzed by looking at themes for effective professional development: a participant's personal interpretation of the experience (phenomenon), construction of one's own learning, active learning/participation in the professional development, the inclusion of authentic tasks, collaborative support community, inclusion of prior knowledge and/or experience, self-efficacy regarding one's own writing and the teaching of writing, motivation as a teacher, motivation as a student, scaffolded modeling, teacher expertise in professional development, and the use of writing in the content area. Results point toward favorable outcomes in all cases but with mixed results because each individual interpreted his or her own experience and constructed learning for his or her own situation (content area and classroom practices). These positive results suggest that the CUWP summer institute or a similar training is beneficial to participants of all content areas. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01