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MaryBellNolanfinalrevision8062015.pdf (1.14 MB)

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Writing is Worth the Challenges: A Qualitative Study of Teachers' Beliefs, Experiences, and Common Core Tensions with Writing Instruction Across the Curriculum in an Urban High School

Bell-Nolan, Mary E
http://rave.ohiolink.edu/etdc/view?acc_num=kent1437157556

Abstract Details

2015, PHD, Kent State University, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies.
The teaching of writing in elementary school settings has been well documented through research. However, when it comes to secondary schools settings, the literature reveals a gap in treatment of writing instruction in an urban school environment. This study adds to the literature guided by three major research questions: (1) What beliefs do secondary teachers across the curriculum hold about teaching writing in an urban high school? (2) What are secondary teachers' experiences with writing instruction in an urban high school? (3) What tensions emerge for secondary teachers with writing instruction in an urban high school that is implementing Common Core State Standards? The purpose of this interpretative qualitative study was to understand six secondary teachers' writing beliefs, experiences, and tensions in implementing the Common Core State Standards (CCSS) with respect to writing instruction across the curriculum through a social constructivist framework. Purposeful Sampling and Responsive Interview Method procedures were utilized in this study. Teachers participated in interview sessions along with follow-up questions during a school semester. Data transcribed and coded using NVivo software. Themes and patterns identified as they emerged through analysis of statements and interpretation of data collected. The findings of this study suggest that teachers have limited skills and various challenges that prevent effective writing instruction in the classroom. These results prompted the presentation of numerous implications for teachers, administrators, school districts, and teacher educational programs.
William Bintz, Ph.D. (Committee Chair)
Lori Wilfong, Ph.D. (Committee Co-Chair)
Susan Iverson, Ph.D. (Committee Member)
Steve Turner, Ph.D. (Committee Member)
212 p.
African American Studies; Curriculum Development; Education; Educational Leadership; Higher Education; Language Arts; Literacy; Minority and Ethnic Groups; School Administration; Secondary Education; Teacher Education; Teaching
Writing Instruction; Common Core Standards; Urban Teachers; Teachers Tensions; Teachers Beliefs, Teachers Experiences, Interpretative Qualitative Study; Social Constructivist; Writing; Ohio Teachers Evaluation System; Writing Tensions; Teaching; OTES; WAC

Recommended Citations

Citations

  • Bell-Nolan, M. E. (2015). Writing is Worth the Challenges: A Qualitative Study of Teachers' Beliefs, Experiences, and Common Core Tensions with Writing Instruction Across the Curriculum in an Urban High School [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1437157556

    APA Style (7th edition)

  • Bell-Nolan, Mary. Writing is Worth the Challenges: A Qualitative Study of Teachers' Beliefs, Experiences, and Common Core Tensions with Writing Instruction Across the Curriculum in an Urban High School. 2015. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1437157556.

    MLA Style (8th edition)

  • Bell-Nolan, Mary. "Writing is Worth the Challenges: A Qualitative Study of Teachers' Beliefs, Experiences, and Common Core Tensions with Writing Instruction Across the Curriculum in an Urban High School." Doctoral dissertation, Kent State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1437157556

    Chicago Manual of Style (17th edition)

kent1437157556
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© 2015, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.