The origin and development of ownership in a school writing assignment: secondary preservice teachers author a “how-to” book
Abstract
In a required secondary content area literacy course, 91 preservice teachers wrote a “how-to” book (Daisey, 2000, 2003, 2008). They completed four anonymous surveys about their ownership during the writing process. Preservice teachers’ ownership of their “how-to” book increased from a mean of 6.12 to 9.53 (on a 10-point scale) during the semester. When asked to explain their ownership rating in open-ended questions, twelve categories emerged and will be shared in this paper. Preservice teachers believed there was a positive relationship between the amount of ownership they had in their “how-to” book and their rating for the likelihood to ask their future students to write a “how-to” book. Course pedagogy implications were suggested by the examination of critical points in the writing process for the enhancement of ownership.
Reference
Daisey, P. (2010). The origin and development of ownership in a school writing assignment: Secondary preservice teachers author a “how-to” book. In S. Szabo, M. M. Foote, M. B. Sampson, & F. Falk-Rose (Eds.), The Thirty-First Yearbook: A Doubled Peer Reviewed Publication of The College Reading Association (pp. 275–292). Commerce, TX: College Reading Association.
Journal
Yearbook of the College Reading Association
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
unclear
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Post bachs (university based program)
- Undergraduates (university based program)
Preservice Sample Size
91
Duration of Data Collection
Data Sources
- Survey
- University coursework assignment (e.g. writing/project done for a grade)
Data Analysis Tools
- Correlation
- Statistical analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
What point(s) in the “how-to” book process are critical for the development
of ownership?
Is this research question explicit from the manuscript? Yes
What detracts from a sense of ownership in writing “how-to” books?
Is this research question explicit from the manuscript? Unknown
What could be done to enhance ownership in “how-to” book writing?
Is this research question explicit from the manuscript? Unknown
Is there a relationship between preservice teachers with more ownership
of their “how-to” book and their plan to ask their future students to write
a “how-to” book?
Is this research question explicit from the manuscript? Unknown