Date of Award:
8-2017
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
Education
Committee Chair(s)
Sylvia Read
Committee
Sylvia Read
Committee
Amy Alexandra Wilson
Committee
Cindy Jones
Committee
Amy Piotrowski
Committee
Brock Dethier
Abstract
This study of four case studies looks at how secondary math, music, science, and social studies teachers' attitudes and classroom practices were affected by their participation in the Central Utah Writing Project (CUWP) summer institute. Participant interviews, observations, and artifacts were analyzed by looking at themes for effective professional development: a participant's personal interpretation of the experience (phenomenon), construction of one's own learning, active learning/participation in the professional development, the inclusion of authentic tasks, collaborative support community, inclusion of prior knowledge and/or experience, self-efficacy regarding one's own writing and the teaching of writing, motivation as a teacher, motivation as a student, scaffolded modeling, teacher expertise in professional development, and the use of writing in the content area. Results point toward favorable outcomes in all cases but with mixed results because each individual interpreted his or her own experience and constructed learning for his or her own situation (content area and classroom practices). These positive results suggest that the CUWP summer institute or a similar training is beneficial to participants of all content areas.
Checksum
d191fc7959005ea02f4c8c4cdcc1c725
Recommended Citation
Anson, Joseph P., "Writing Attitudes and Practices of Content Area Teachers after Participating in the Central Utah Writing Project Summer Institute" (2017). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 6363.
https://digitalcommons.usu.edu/etd/6363
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