A Tale of Three Teachers: Lessons Learned from Emergent Writers
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| Title: | A Tale of Three Teachers: Lessons Learned from Emergent Writers |
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| Language: | English |
| Authors: | Rebecca M. Giles |
| Source: | AILACTE Journal. 2024 21:120-134. |
| Availability: | Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education |
| Descriptors: | Beginning Writing, Emergent Literacy, Childrens Writing, Writing Instruction, Writing Processes, Teacher Education, Early Childhood Education, Elementary School Students, Young Children, Writing Attitudes, Learning Motivation, Audience Awareness |
| ISSN: | 1945-9009 2837-1119 |
| Abstract: | Writing is a vital part of the teaching and learning process. The view of learning to write as a developmental and evolving process is well-established in professional literature, and close observation of an emergent writer as they compose text can contribute to an understanding of their writing acquisition. A multiple case study, which focused on the teachers' experiences working closely beside a single child, was conducted in the context of a graduate early childhood education course. Three focus cases were analyzed, and three cross-case themes were identified. Findings illustrate the necessity of closely examining and supporting young children's composing process, and implications for pedagogical practice, teacher education, and future research are provided. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464169 |
| Database: | ERIC |
| Abstract: | Writing is a vital part of the teaching and learning process. The view of learning to write as a developmental and evolving process is well-established in professional literature, and close observation of an emergent writer as they compose text can contribute to an understanding of their writing acquisition. A multiple case study, which focused on the teachers' experiences working closely beside a single child, was conducted in the context of a graduate early childhood education course. Three focus cases were analyzed, and three cross-case themes were identified. Findings illustrate the necessity of closely examining and supporting young children's composing process, and implications for pedagogical practice, teacher education, and future research are provided. |
|---|---|
| ISSN: | 1945-9009 2837-1119 |
