Writing in the Elementary Science Classroom: Teacher Beliefs and Practices within a Narrowing Curriculum

Autor/in	Leffler, Angela K.
Titel	Writing in the Elementary Science Classroom: Teacher Beliefs and Practices within a Narrowing Curriculum
Quelle	(2014), (173 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Ball State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-8048-3
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Science; Science Instruction; Case Studies; Qualitative Research; Elementary School Teachers; Content Area Writing; Teacher Attitudes; Teaching Methods; Curriculum; Interviews; Observation; Documentation; Content Analysis; Evaluation Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schriftliche Übung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan; Interviewing; Interviewtechnik; Beobachtung; Dokumentation; Inhaltsanalyse
Abstract	The narrowed curriculum continues to be challenging for science education as teachers strive to impart content that is on the high-stakes assessments. This Qualitative multiple-case study investigated four experienced, elementary classroom teachers' use of writing in science. It was designed to provide insight into teaching beliefs and practices of how teachers use writing in science opportunities within a narrowing curriculum. Triangulation was achieved through teacher interviews, classroom observations, and document analysis. Three major findings were evident through careful examination of data which is representative of the teacher participants within this study: 1.) Writing is combined with dialogue, multiple applications, activity and audience, 2.) Writing is used as an assessment and as a means to enhance learning, 3.) Writing is prioritized in science with differing schedule approaches. Although these are the major findings there were exceptions that were unique to each individual participant. The findings of this study can inform pre-service, novice and experienced classroom teachers on how to interconnect the two subject areas of writing and science to promote enhancement of learning. By gaining this information, it could diminish the global achievement gap in science. [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