Reimagining High School Writing: A Multi-Case Examination of the Impact of External Pressures on High School Writing Contexts (original) (raw)
Research concerning teachers' pedagogical beliefs shows a strong relationship between planning and instruction; however, the sources of pedagogical beliefs have not been researched thoroughly. Because teachers bring their histories and experiences to their interactions with students, their pedagogical beliefs may also be present in their instruction, mediating the relationship between knowledge (planning) and action (writing instruction). Framed by Sociocultural Theory (SCT), the purpose of this qualitative, multi-site, multi-case case study was first to understand teachers' expectations for teaching writing based on their beliefs about learning. A secondary intent was to examine ways in which high school English teachers' learning expectations are embodied in their classroom praxis for writing. A third intent sought to illustrate the impact of external pressures on teachers' writing praxis. Through multiple sources of data, and analytic techniques, the perspectives ...
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