By Mary M. Kennedy
Utilizing the educating of writing as a topic concentration, this quantity describes how students take into consideration instructing once they input a programme, exhibits how their pondering adjustments through the years and attributes the character and course of those alterations to the content material and personality of the programmes.
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Extra info for Learning to Teach Writing: Does Teacher Education Make a Difference?
Example text
During the afternoon writing periods, Professor Elmore modeled the activities of a writing teacher by circulating throughout the room, looking at individual pieces of writing and discussing them. She often drew analogies between what this group was doing and what students in their classrooms should be doing. " She also modeled teacher behavior by occasionally calling out to the group as a whole with some admonition such as [When listening to others reading their texts], tell what you like; what you want to know more about .
Elementary Teachers, Secondary Teachers, or Both Programs also differed in the grade-level specialization of the teachers they prepared. We tend to assume that all teacher education programs prepare teachers for all grade levels, but many of the programs in our sample specialized in prepared teachers for either elementary or secondary classrooms. The distribution of programs on this dimension is as follows: < previous page page_28 next page > < previous page page_29 next page > Page 29 • Both. Only two programs, both in traditional university-based settings, prepared both elementary and secondary teachers.
Your responses are helpful to the writer. I know some of you need to talk, but please be considerate of those who are writing. Two people just left the room in order to write. Unlike Professor Smith, who seemed to be of two minds about the role of prescriptions in teaching writing, Professor Elmore had managed to integrate prescriptions into her strategic-process orientation. In one of her early lectures, she said that editing and composing were different and that they shouldn't interfere with each other; that the first job was to get the ideas down and to work on those, and only later should we go back and edit the text; and that often concerns about point of view and architecture compete for attention with concerns about correctness.