A Case Study: A Teacher's Instruction of Writing in Rural Northeast Mississippi

Autor/in	Anderson-Crane, Betty
Titel	A Case Study: A Teacher's Instruction of Writing in Rural Northeast Mississippi
Quelle	(2008), (251 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Mississippi
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-2764-7
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Writing Instruction; Rural Education; Public Schools; Accountability; Grade 10; High School Students; High Stakes Tests; Secondary Education; Educational Legislation; Federal Legislation; Mississippi + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Schreibunterricht; Ländliche Erwachsenenbildung; Public school; Öffentliche Schule; Verantwortung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sekundarbereich; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	When writing instructors use form (essay form) based upon state testing standards on the state rubric to guide students in writing, they may be teaching form to limit higher level thinking content (Albertson, 2004). Instructors may not feel confident enough in their teaching of writing for high-stakes' testing; therefore, they may instruct students in using the five-paragraph format or formulaic writing as a safe way of teaching writing (Albertson, 2004). With accountability pressures of a testing environment, teachers may not feel that they can allow adolescents enough freedom with writing in the classroom to experiment with composing through the writing process. Writing that leads to forms other than the essay comes from risking or experimenting with language (Graves, 1999). Teaching literacy has become a concern for many states and school districts who strive to meet students' needs within mandated No Child Left Behind (NCLB) requirements. This study in Mississippi narrates an exemplary teacher's instruction of writing and reading to meet the NCLB (USDOE, 2002) within a high stakes testing environment. More specifically, the study was designed to identify and describe a language arts teacher's practice and perceptions of teaching writing within a rural northeast Mississippi public school district. The participant for this case study was referred by experts in education who perceived her as highly qualified; she had 13 of 85 students who scored 3s on Mississippi's state writing assessment. This teacher has taught in a school that continues to receive a level 5 rating, the highest that is awarded by the state for meeting state and federal requirements. The teacher perceived herself as accountable and taught to help students' success toward her school's level 5 rating. A major question and five related questions formed the inquiry base for this case study. These related to teaching sophomores writing, which necessarily includes the other side of literacy--reading--within the high stakes testing environment created by No Child Left Behind. This study revealed a northeast Mississippi exemplary English II teacher's (Rebecca) perceptions and practices of the teaching of writing to 10th grade students within a high stakes' testing environment. [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