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

Quasi-experimental

Geographic Setting

midwest

Institutional Context

University based

Certification Level

Not stated

Programatic Focus

not stated

Research Location Context

University

Preservice Participants

Post bachs (university based program)
Undergraduates (university based program)

Preservice Sample Size

Duration of Data Collection

Academic Semester

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