I never thought a first grader could teach me how to write: Examining beliefs and positions in author’s circles.
Abstract
Reference
Flint, A. S., Van Sluys, K., Lo, Y. G., & East, D. (2002). I never thought a first grader could teach me how to write: Examining beliefs and posiitons in author’s circles. In D. L. Schallert, C. M. Fairbanks, J. Worthy, B. Maloch, & J. V. Hoffman (Eds.), 51st Yearbook of the National Reading Conference (pp. 164–175). Oak Creek, WI: National Reading Conference.
Journal
Yearbook of the National Reading Conference
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
- Midwestern University
- Midwestern USA
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- field-based methods course
- Language arts methods
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
48
Other Participant Data
Duration of Data Collection
Data Sources
- belief statements
- fieldnotes
- Interviews
- Reflective journals
Data Analysis Tools
- coding (non-specific)
- coding (open to axial to selective
- Qualitative Analysis
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own practices)
Research Questions
In what ways do preservice teacher position themselves within author's circle?
Is this research question explicit from the manuscript? Yes
How does participation in author circles contribute to preservice teachers evolving beliefs and understandings about the writing process?
Is this research question explicit from the manuscript? Yes