Date of Award:

12-2021

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

School of 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.

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