Writing in the Content Areas: Changing Teacher Perceptions with Professional Development

Autor/inn/en	Whatley, Amanda E.; Smith, Nichole L.
Titel	Writing in the Content Areas: Changing Teacher Perceptions with Professional Development
Quelle	In: Reading Psychology, 44 (2023) 6, S.710-730 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Whatley, Amanda E.) ORCID (Smith, Nichole L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2023.2187906
Schlagwörter	Content Area Writing; Teacher Attitudes; Attitude Change; Faculty Development; Rural Schools; Charter Schools; High School Teachers; Writing Attitudes; Writing Instruction; Inservice Teacher Education; Teacher Workshops; Writing Workshops; North Carolina + Suchen Sie Ihr Suchwort? Schriftliche Übung; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Charter school; Charter-Schule; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Schreibunterricht; Lehrerfortbildung
Abstract	This research examined the impact of writing professional development and implementation on content area teachers' pedagogical practices. Data were collected through a survey instrument and teacher reflection questionnaires for qualitative and quantitative results. Teacher participants were employees at a rural public charter high school in North Carolina. Per analysis of the data, it was determined that teacher attitude toward writing as a mode of learning was positively affected by the sustained writing professional development and implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01