Identifier

etd-11092009-131616

Degree

Doctor of Philosophy (PhD)

Department

Educational Theory, Policy, and Practice

Document Type

Dissertation

Abstract

This study was conducted in two case-study teachers’ public middle school classrooms in south Louisiana and a survey in three public school districts. A qualitative research focus with the research design taken from work of Michael Patton’s (2002) Qualitative Research Evaluation Methods and James Spradley and David McCurdy’s (1975) Anthropology: The Cultural Perspective. The survey was developed from the work of Tourangeau, Rips, and Rasinski’s (2002) The Psychology of Survey Responses. The researcher assumed the role of participant observer for three months which resulted in two themes: first, traditional teaching methods in the teaching of writing, and secondly, teacher perceptions influence writing (composing) choices. Findings include the teachers’ modification of the Writing Process (Emig, 1971) omitting social learning aspects, pervasiveness of formula writing, teachers’ desire for professional development in the teaching of writing, and finally, teachers’ may interpret the Writing Process as writing instruction.

Date

2009

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Bach, Jacqueline

Included in

Education Commons

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