Date of Award:

8-2017

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

School of Teacher Education and Leadership

Department name when degree awarded

Teacher Education and Leadership

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

Download

Included in

Education Commons

Share

COinS

Copyright for this work is retained by the student. If you have any questions regarding the inclusion of this work in the Digital Commons, please email us at .