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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
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
FullText Text:
  Availability: 0
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  Data: 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
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  Data: 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.
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      – Text: English
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        PageCount: 15
        StartPage: 120
    Subjects:
      – SubjectFull: Beginning Writing
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Childrens Writing
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      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Writing Processes
        Type: general
      – SubjectFull: Teacher Education
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Young Children
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      – SubjectFull: Writing Attitudes
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      – SubjectFull: Learning Motivation
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      – SubjectFull: Audience Awareness
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      – TitleFull: A Tale of Three Teachers: Lessons Learned from Emergent Writers
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