An Exploration of Professional Knowledge Needed for Reading and Responding to Student Writing
Bibliographic Data
| ID | 4307556 |
|---|---|
| Authors | Ellen Ballock (Gordon College, Wenham, MA, USA, corresponding author), Vicki Mcquitty (Towson University, MD, USA), Scot Mcnary (0000-0001-9150-6282, Towson University, MD, USA) |
| Year | 2018 |
| Volume | 69 |
| Issue | 1 |
| Pages | 56-68 |
| Publication date | 2018-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487117702576 |
| OpenAlex | W2610460977 |
| Language | EN |
| Citations received | 16 |
| References cited | 31 |
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. We used multiple correspondence analyses to investigate potential underlying relationships among components and developed cases to highlight one underlying relationship that was found. The findings indicate reading and responding draws upon teachers' pedagogical content knowledge. More specifically, it draws on both knowledge of content and students and knowledge of content and teaching
Knowledge level · Linguistics · Mathematics education · Narrative · Pedagogy · Reading (process · Sample (material · Student teacher · Teacher education · Teaching method · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Writing and Handwriting Education
Conceptualising pedagogical content knowledge for writing through the lens of curriculum statements
Secondary teachers’ conceptions of integrated writing skills
Preservice teachers’ literacy habits and conceptions
Useful and Appropriate
Practice-based coaching for project-based teaching
Putting the purpose in practice
Noticing structural inequities in classroom discussions
Learning to let go
Feedback in action
To notice, but what? An investigation on pre-service teachers’ noticing of strengths and deficits in student thinking
Debriefing conversations as a vehicle for english language art preservice teachers’ co-construction of pedagogical knowledge
Writing as a craft
Building a Professional Imaginary of Writing Pedagogy
On the Challenges of Assessing Writing for English as an Additional Language Students
Investigating the development of pre-service teachers’ noticing for inclusive translingual instruction in secondary education
Science of Teaching (Only) Reading
Qualitative Content Analysis in Practice
Mathematics Teacher Noticing
Primary grade writing instruction
Formative Assessment and Writing
Redefining teaching, re‐imagining teacher education
FactoMineR
Teaching Writing to Elementary Students in Grades 4–6
Professional Noticing of Children's Mathematical Thinking
Twenty Years Later
Those Who Understand
Beginning Teachers' Study Groups
Marching in Unison
Understanding "Core Practices" and "Practice-Based" Teacher Education
The Work of Teaching and the Challenge for Teacher Education
Content Knowledge for Teaching
Core Practices and Pedagogies of Teacher Education
| Unique citing works | 16 |
|---|---|
| Citations per year | 2.29 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |