TY - JOUR
T1 - The Teacher, the Author, and the Text
T2 - Variations in form and Content of Writing Conferences
AU - Mccarthey, Sarah J.
N1 - Copyright:
Copyright 2016 Elsevier B.V., All rights reserved.
PY - 1992/3
Y1 - 1992/3
N2 - This study investigated the changing practices of two teachers in conducting writing conferences with elementary students. Drawing from observational data of conferences and interview data with the teachers, the paper presents the cases of Erica, a fifth-grade teacher, and Emily, a first-grade teacher, as they incorporated the Teachers College Writing Project philosophy in their teaching. Erica's conferences at the beginning of the school year reflected her technical orientation toward writing as she focused on mechanics. At the end of the year, Erica's conferences with students focused much more on ideas, reflecting her changing orientation towards students taking more control of their writing. Like Erica's conferences, the content of Emily's conferences shifted from an emphasis upon logistics and mechanics to focusing on students' ideas. In contrast to Erica, however, Emily provided complete support to students initially and moved towards providing more intervention in the writing of students at the end of the year. The study provides contrasting examples of two teachers learning to alter classroom norms and responding to students in authentic ways. It also suggests the possibilities of teachers changing their roles within the writing conference.
AB - This study investigated the changing practices of two teachers in conducting writing conferences with elementary students. Drawing from observational data of conferences and interview data with the teachers, the paper presents the cases of Erica, a fifth-grade teacher, and Emily, a first-grade teacher, as they incorporated the Teachers College Writing Project philosophy in their teaching. Erica's conferences at the beginning of the school year reflected her technical orientation toward writing as she focused on mechanics. At the end of the year, Erica's conferences with students focused much more on ideas, reflecting her changing orientation towards students taking more control of their writing. Like Erica's conferences, the content of Emily's conferences shifted from an emphasis upon logistics and mechanics to focusing on students' ideas. In contrast to Erica, however, Emily provided complete support to students initially and moved towards providing more intervention in the writing of students at the end of the year. The study provides contrasting examples of two teachers learning to alter classroom norms and responding to students in authentic ways. It also suggests the possibilities of teachers changing their roles within the writing conference.
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U2 - 10.1080/10862969209547762
DO - 10.1080/10862969209547762
M3 - Article
AN - SCOPUS:84965527462
SN - 1086-296X
VL - 24
SP - 51
EP - 82
JO - Journal of Literacy Research
JF - Journal of Literacy Research
IS - 1
ER -