Early Elementary School Teachers' Experiences With Implementing Effective Writing Instruction
Date of Conferral
10-16-2023
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Mary Howe
Abstract
Early elementary teachers in the local school district limited writing instruction in their classrooms, resulting in students not being adequately prepared in writing. Since this occurred, many students did not meet district expectations for writing achievement in the upper elementary grades. The purpose of this basic qualitative study was to explore kindergarten through grade two teachers' experiences with writing instructional practices, and the supports they needed to teach writing effectively to K-2 students. Bandura’s theory of self-efficacy guided this study. Ten teachers, from four schools within the same district, were purposefully selected to participate in this study. Data were collected through semistructured interviews. Interview data were analyzed inductively to form themes. Teachers agreed that their students demonstrated gaps in their foundational writing skills and professional learning opportunities to build their capacity to teach writing were not frequently offered in the district. Teachers expressed a desire to have access to district level English/Language Arts professionals to answer questions about writing instruction and teacher expectations for teaching writing, and to model writing lessons in teachers’ classrooms. Based on the findings, an ongoing, nine-session professional development, which includes participants’ needs and recommendations was designed to address the problem. With access to ongoing professional development and additional professional support in writing instruction in the early elementary classrooms, teachers may build capacity and instructional effectiveness to increase student writing achievement and meet district expectations for writing.
Recommended Citation
Perkins, Reneta, "Early Elementary School Teachers' Experiences With Implementing Effective Writing Instruction" (2023). Walden Dissertations and Doctoral Studies. 14975.
https://scholarworks.waldenu.edu/dissertations/14975
