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Roginski Dissertation, 092320.pdf (10.85 MB)

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From Problem to Possibilities: Shifts in Early Childhood Preservice Teachers’ Noticing of K-1 Writers

Roginski, Dawn R.
http://rave.ohiolink.edu/etdc/view?acc_num=kent1602077610444439

Abstract Details

2020, PHD, Kent State University, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies.
Responding to a writer, a core practice for writing teachers begins when the teacher notices the author of a written product. The purpose of this study was to understand how early childhood (EC) preservice teachers (PSTs) in a literacy methods course noticed the K-1 writers responsible for seven written products. Twenty PSTs approximated taking notice of a writer using writing samples. The participants provided Lists of Noticing for each Writing Sample that were recorded in a master matrix. Through an examination of the matrix, shifts in the PSTs’ noticing of the K-1 writers became evident. Through semi-structured interviews and written course assignments, an understanding of how the PSTs experienced the practice of noticing was possible. The PSTs’ noticing is not meant to be generalized beyond the context of this study. However, their experiences do potentially inform our understanding of the challenges PSTs encounter when negotiating their own EC writing memories and the process of writing understandings presented in EC literacy methods courses. Given the lack of research regarding how PSTs take notice of the writer, this qualitative study adds insight into what EC PSTs identify as significant in young writers’ work. Further, the experiences significant in disrupting the EC PSTs’ engrained noticing patterns are presented. The implications of this study indicate the value in requiring all EC PSTs of writing to complete a teacher preparation course focused on writing. In that course, it would be ideal for PSTs to practice responding to writers. In the absence of writers, teacher educators might use writing samples so that PSTs can approximate responding to writers. As the PSTs come to understand that they are responding to the writer responsible for a writing product, the PSTs might envision ways to nudge forward the writer using encouragement. As a writer’s writing proficiencies are limited [only] by the abilities of teachers to teach [writing] well” (Gallavan & Bowles, 2007, p. 61), continued emphasis on preparing PSTs to attend to the “surplus of possibilities” (Bomer et al., 2019, p. 140) of a writer holds great promise for educating the next generation of writers.
Lori G. WIlfong, PhD (Committee Chair)
Amy Damrow, PhD (Committee Member)
Janice Kroeger, PhD (Committee Member)
251 p.
Literacy; Teacher Education
preservice teachers; writing instruction; early childhood; noticing

Recommended Citations

Citations

  • Roginski, D. R. (2020). From Problem to Possibilities: Shifts in Early Childhood Preservice Teachers’ Noticing of K-1 Writers [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1602077610444439

    APA Style (7th edition)

  • Roginski, Dawn. From Problem to Possibilities: Shifts in Early Childhood Preservice Teachers’ Noticing of K-1 Writers . 2020. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1602077610444439.

    MLA Style (8th edition)

  • Roginski, Dawn. "From Problem to Possibilities: Shifts in Early Childhood Preservice Teachers’ Noticing of K-1 Writers ." Doctoral dissertation, Kent State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1602077610444439

    Chicago Manual of Style (17th edition)

kent1602077610444439
216
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This open access ETD is published by Kent State University and OhioLINK.