Date of Award:
12-2021
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)
Cindy D. Jones
Committee
Cindy D. Jones
Committee
Marla Robertson
Committee
Lisa Boyce
Committee
Kortney Sherbine
Committee
Emma Mecham
Abstract
The developmental nature of early writing warrants targeted instruction in writing concepts and skills in kindergarten classrooms. Given the complexity of writing and early writing development, research into kindergarten teacher knowledge of early writing development and how this influences instructional practices is appropriate.
To conduct this research, data was collected from an online questionnaire, a semistructured interview, and student writing sample analysis tasks of five kindergarten teachers. Qualitative data analysis was conducted and provided descriptions of individual teachers’ instructional practices for writing and an in-depth description of the proposed teacher-student interactions from the student writing sample analysis tasks. Findings revealed that influences other than knowledge of early writing development exist and impact instructional practices of writing.
Checksum
e2593b9365e01172c1f1e34c58111cf1
Recommended Citation
Watson, Nanette Mills, "Analyzing Student Writing: A Multiple Case Study Exploring Kindergarten Teacher Knowledge of Early Writing Development" (2021). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 8323.
https://digitalcommons.usu.edu/etd/8323
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