AuthorSudol, David Eugene.
AdvisorFleming, Margaret B.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractResponding to recent calls throughout the field for more studies of teaching, I present case studies of four elementary teachers--two fourth grade, two fifth grade--implementing process pedagogy in writers' workshops. Specifically, I examine how they teach, why they succeed and fail, and what they need to teach more effectively. Chapter 1 provides a brief overview of the study, explaining my purpose and rationale. Chapter 2 builds a knowledge base by presenting a survey of the recent literature on elementary school writing teaching. Focusing primarily on the works of Donald Graves, Lucy Calkins, and Nancie Atwell--the prime movers in the field--it details the major principles and components of the writing-process movement. Chapter 3 lays out the concrete particulars and theoretical bases of my research, explaining context, methodology, and presentation. Chapters 4 through 7 present individual case studies of the teachers I studied. Each chapter includes four sections: (1) Teacher Profile, (2) Classroom Observations, (3) Interview, and (4) Interpretation. Chapter 8 analyzes why these teachers teach writing as they do, re-evaluates the revolution in elementary writing, and speculates on the future of writing instruction at this school. In line with the experimental movement in contemporary ethnography, I have written this dissertation in a conversational tone and confessional voice. Through alternative text-building strategies, I attempt to make my epistemology visible and to represent this teaching community completely.