Force of Nurture: Influences on an Early-Career Secondary English Teacher's Writing Pedagogy
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Bowling Green State University / OhioLINK
2021
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1613140142916479 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-bgsu16131401429164792021-08-03T07:16:40Z Force of Nurture: Influences on an Early-Career Secondary English Teacher's Writing Pedagogy Bohney, Brandie L. Composition Education Teacher Education Teaching teacher education writing instruction institutional ethnography ruling relations standpoint professional learning community instructional materials Although a focus on writing pedagogy is on the rise in English education programs,early-career teachers still often struggle with writing instruction. Writing is notoriouslydifficult to teach—even for seasoned instructors—and previous studies have indicated thatnovice English teachers tend to base their writing instruction more on influences from theirpermanent schools than on coursework from the university. What is less clear, though, is howthe influence at the school level works. This dissertation research examines the influences onwriting pedagogy of an early-career high school English Language Arts (ELA) teacher,focusing on how the institutional social influences at the school shape his instructionalpractices in teaching writing.To examine how the influences of the school affect teaching practices, this studybegins with an institutional ethnography, interrogating the influences of and on professionallearning communities in a high-school English department. Using findings from theinstitutional ethnography as a framework, the research then turns to a case study examiningthe classroom practices and instructional understandings of an individual early-career Englishteacher. Considering these two studies in conversation, the study concludes that classroomdocuments shared in professional learning communities serve as a vehicle through whichinstitutional influence operates. In addition, both the institutional ethnography and the casestudy indicate that skillful use of questions in the classroom are common among the teachersstudied, perhaps as a result of thoughtful professional development at the school level. Thefindings also indicate that teacher standpoints are heavily influenced by professional learning communities, indicating that understandings of students, colleagues, policies, and instructionare often shared within communities: these shared standpoints also influence approaches toinstruction.For preparation programs, the study implies the importance of including targetedinstruction in both creation and revision of classroom instructional materials, as well asencouraging vulnerability and collaborative problem-solving in future educators. For schools,a meaningful combination of general and discipline-specific professional developmentinitiatives alongside new-teacher mentorship is critical. In addition, the study indicates thatadministrators should be tuned in to professional learning communities, both to foster a senseof trust and to understand shared standpoints arising in those communities. 2021-05-20 English text Bowling Green State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1613140142916479 http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1613140142916479 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Composition Education Teacher Education Teaching teacher education writing instruction institutional ethnography ruling relations standpoint professional learning community instructional materials |
| spellingShingle |
Composition Education Teacher Education Teaching teacher education writing instruction institutional ethnography ruling relations standpoint professional learning community instructional materials Bohney, Brandie L. Force of Nurture: Influences on an Early-Career Secondary English Teacher's Writing Pedagogy |
| author |
Bohney, Brandie L. |
| author_facet |
Bohney, Brandie L. |
| author_sort |
Bohney, Brandie L. |
| title |
Force of Nurture: Influences on an Early-Career Secondary English Teacher's Writing Pedagogy |
| title_short |
Force of Nurture: Influences on an Early-Career Secondary English Teacher's Writing Pedagogy |
| title_full |
Force of Nurture: Influences on an Early-Career Secondary English Teacher's Writing Pedagogy |
| title_fullStr |
Force of Nurture: Influences on an Early-Career Secondary English Teacher's Writing Pedagogy |
| title_full_unstemmed |
Force of Nurture: Influences on an Early-Career Secondary English Teacher's Writing Pedagogy |
| title_sort |
force of nurture: influences on an early-career secondary english teacher's writing pedagogy |
| publisher |
Bowling Green State University / OhioLINK |
| publishDate |
2021 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1613140142916479 |
| work_keys_str_mv |
AT bohneybrandiel forceofnurtureinfluencesonanearlycareersecondaryenglishteacherswritingpedagogy |
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1719457844807335936 |