Vicki Mcquitty
Biographic Data
| ID | 1604830 |
|---|---|
| NAME | Vicki Mcquitty |
| GIVEN NAMES | Vicki |
| FAMILY NAME | Mcquitty |
| SIGNATURE | MCQUITTY V |
| AFFILIATIONS | Towson University, MD, USA |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 1 |
An Exploration of Professional Knowledge Needed for Reading and Responding to Student Writing
This study explored the knowledge elementary teachers need for one core practice: reading and responding to students' writing. Forty-five preservice teachers read and responded to an elementary student's narrative writing sample. Using teacher noticing as a framework, we first decomposed the practice into five components indicative of differences in teachers' attention to writing features, reasoning about those features, and suggested responses. …
Emerging Possibilities
In order to prepare effective writing teachers, teacher educators need an understanding of how preservice preparation programs, inservice professional development, and the policies and practices of K-12 schools work together to influence teachers’ writing instruction. This qualitative case study uses complexity theory (Davis & Sumara, 2006) to analyze how one teacher learned to teach writing within and through the emergent, nested, interacting sy…
An Exploration of Professional Knowledge Needed for Reading and Responding to Student Writing
This study explored the knowledge elementary teachers need for one core practice: reading and responding to students' writing. Forty-five preservice teachers read and responded to an elementary student's narrative writing sample. Using teacher noticing as a framework, we first decomposed the practice into five components indicative of differences in teachers' attention to writing features, reasoning about those features, and suggested responses. …
Emerging Possibilities
In order to prepare effective writing teachers, teacher educators need an understanding of how preservice preparation programs, inservice professional development, and the policies and practices of K-12 schools work together to influence teachers’ writing instruction. This qualitative case study uses complexity theory (Davis & Sumara, 2006) to analyze how one teacher learned to teach writing within and through the emergent, nested, interacting sy…
An Exploration of Professional Knowledge Needed for Reading and Responding to Student Writing
This study explored the knowledge elementary teachers need for one core practice: reading and responding to students' writing. Forty-five preservice teachers read and responded to an elementary student's narrative writing sample. Using teacher noticing as a framework, we first decomposed the practice into five components indicative of differences in teachers' attention to writing features, reasoning about those features, and suggested responses. …
Linguistics (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Teaching method (2 works) · Writing and Handwriting Education (2 works) · Discourse Analysis in Language Studies (1 work) · EFL/ESL Teaching and Learning (1 work) · Innovative Teaching and Learning Methods (1 work) · Knowledge level (1 work)