View in EDS PDF Full Text

Teachers as Writers: Learning Together with Others

Saved in:
Bibliographic Details
Title: Teachers as Writers: Learning Together with Others
Language: English
Authors: Cremin, Teresa (ORCID 0000-0001-6454-7900), Myhill, Debra, Eyres, Ian, Nash, Tricia, Wilson, Antony, Oliver, Lucy
Source: Literacy. May 2020 54(2):49-59.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 11
Publication Date: 2020
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Secondary Education
Descriptors: Authors, Writing Instruction, Classroom Techniques, Program Effectiveness, Professional Identity, Student Motivation, Self Efficacy, Writing Skills, Elementary Secondary Education
DOI: 10.1111/lit.12201
ISSN: 1741-4350
Abstract: In the context of renewed interest in teachers' identities as writers and the writers as artist-educators, this paper reports upon the findings of "Teachers as Writers" (2015-2017). A collaborative partnership between two universities and a creative writing foundation, the study sought to determine the impact of writers' engagement with teachers on changing teachers' classroom practices in the teaching of writing and, as a consequence, in improving outcomes for students. The project afforded opportunities for writers and teachers to work together as learners in order to improve student outcomes. The study involved two complementary datasets: a qualitative dataset of observations, interviews, audio-capture (of workshops, tutorials and co-mentoring reflections) and audio-diaries from 16 teachers; and a randomised controlled trial (RCT) involving 32 primary and secondary classes. The findings reveal that the teachers' identities and assurance as writers shifted significantly. The Arvon experience also led to pedagogic shifts which the students reported impacted positively upon their motivation, confidence and sense of ownership and skills as writers. However, these salient dispositional shifts did not impact upon the young people's attainment. The professional writers gained new understandings which substantially altered their conceptions of writers' potential contribution in schools.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1252719
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGjE8rrP9GuStknuTyPi8qrAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDGsvw1wAzLhZcqnaLAIBEICBm9WeOAIEUyW2pIXRTxtBJDh_G8GeYhkRAJhkuY0MnCiI9pbEezv6xZb9a2SL3GpgHY3zPvRVz-ztIXuHC8bgXPvJl8NV44k9tFeHajjJYnLm5pV4Cxaka_fiQM6ewyDFKIF5k4i40lv3ZWrMsg1fqxwWROcnyRWFK6aScUq2733Lnr6QzPv2NNdVkv-MqyPkfU6e8n1YVetQT2Ta
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1252719
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teachers as Writers: Learning Together with Others
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Cremin%2C+Teresa%22">Cremin, Teresa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6454-7900">0000-0001-6454-7900</externalLink>)<br /><searchLink fieldCode="AR" term="%22Myhill%2C+Debra%22">Myhill, Debra</searchLink><br /><searchLink fieldCode="AR" term="%22Eyres%2C+Ian%22">Eyres, Ian</searchLink><br /><searchLink fieldCode="AR" term="%22Nash%2C+Tricia%22">Nash, Tricia</searchLink><br /><searchLink fieldCode="AR" term="%22Wilson%2C+Antony%22">Wilson, Antony</searchLink><br /><searchLink fieldCode="AR" term="%22Oliver%2C+Lucy%22">Oliver, Lucy</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Literacy%22"><i>Literacy</i></searchLink>. May 2020 54(2):49-59.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2020
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Authors%22">Authors</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/lit.12201
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1741-4350
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In the context of renewed interest in teachers' identities as writers and the writers as artist-educators, this paper reports upon the findings of "Teachers as Writers" (2015-2017). A collaborative partnership between two universities and a creative writing foundation, the study sought to determine the impact of writers' engagement with teachers on changing teachers' classroom practices in the teaching of writing and, as a consequence, in improving outcomes for students. The project afforded opportunities for writers and teachers to work together as learners in order to improve student outcomes. The study involved two complementary datasets: a qualitative dataset of observations, interviews, audio-capture (of workshops, tutorials and co-mentoring reflections) and audio-diaries from 16 teachers; and a randomised controlled trial (RCT) involving 32 primary and secondary classes. The findings reveal that the teachers' identities and assurance as writers shifted significantly. The Arvon experience also led to pedagogic shifts which the students reported impacted positively upon their motivation, confidence and sense of ownership and skills as writers. However, these salient dispositional shifts did not impact upon the young people's attainment. The professional writers gained new understandings which substantially altered their conceptions of writers' potential contribution in schools.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2020
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1252719
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1252719
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/lit.12201
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 49
    Subjects:
      – SubjectFull: Authors
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
    Titles:
      – TitleFull: Teachers as Writers: Learning Together with Others
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Cremin, Teresa
      – PersonEntity:
          Name:
            NameFull: Myhill, Debra
      – PersonEntity:
          Name:
            NameFull: Eyres, Ian
      – PersonEntity:
          Name:
            NameFull: Nash, Tricia
      – PersonEntity:
          Name:
            NameFull: Wilson, Antony
      – PersonEntity:
          Name:
            NameFull: Oliver, Lucy
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2020
          Identifiers:
            – Type: issn-print
              Value: 1741-4350
          Numbering:
            – Type: volume
              Value: 54
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Literacy
              Type: main
ResultId 1