Teaching writing in a middle school: A multiple case study of pedagogical content knowledge, context, and beliefs
Jonathan Edward Bush
- School: Purdue University (0183)
- Degree: Ph.D.
- Date: 2001; pp: 172
- Advisor: Lauer, Janice
- Source: DAI-A 63/02, p. 582, Aug 2002
- Subjects: Language, Rhetoric And Composition (0681); Education, Language And Literature (0279)
- ProQuest Document Number: 726332491
- ISBN: 9780493575711
- UMI Number: AAT 3043703
Abstract:
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This dissertation examines three experienced middle school teachers in the act of teaching
writing. It considers their classroom practices and traces the influences that shape those
practices. In particular, the study discusses how the participants pedagogical content
knowledges, understanding of context, and beliefs as a professional educator shape these
practices and guide their approaches to the teaching of writing. A multiple case study was
developed at Northside Middle School during which the researcher interviewed each participant
and became a participant observer in each of the teachers' classrooms as each teacher
taught a self-selected "writing unit" that she felt exemplified her approach to the teaching
of writing at the middle level. Like many middle school writing teachers, the participants
had minimal training in the teaching of writing and were all professionally prepared to
teach at levels other than middle school. Their teaching practices in writing were strongly
influenced by their experiences as teachers. The resulting pedagogical practices were
tied to individual understandings of these experiences, with only minimal pedagogical
effects from teacher education or composition theory. Their understanding of context was
local, with primary influences resulting from needs of students and understanding of
local issues and community needs. Likewise, the classroom practices of the teachers were
only minimally affected by state-sponsored highstakes testing. Beliefs were an important
influence. Each teacher structured their pedagogy, within and beyond writing, to achieve
a belief of "ensuring success" for her students.
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