Connecting preservice teachers with students: Using email to build skills for teaching writing

Abstract

Students in a second grade classroom were partnered with preservice teachers. Before the project started, an assessment of the preservice teachers was done to determine knowledge regarding the curriculum standards for the state's writing objectives. The students and preservice teachers wrote to each other over the course of two semesters discussing books being read by the second graders. Preservice teachers were required to give input on student writing and to make periodic assessments of the second graders' growth in writing skills using the state standards for writing. By the end of the year, second graders all showed increases in writing skills while preservice teachers all showed tremendous growth in knowledge, understanding, and application of standards for writing.

Reference

Davenport, N. A. M. (2006). Connecting preservice teachers with students: Using email to build skills for teaching writing. Journal of Reading Education, 31(2), 13-19.

Journal

Journal of Reading Education

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

Qualitiative
teacher research

Geographic Setting

Texas

Institutional Context

University based

Certification Level

early childhood
P-4

Programatic Focus

early childhood education
Elementary

Research Location Context

Elementary school
University

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

Other Participant Data

Students in classrooms

Duration of Data Collection

2 academic semesters

Data Sources

email correspondence
written feedback sheets
written reflections/class papers

Data Analysis Tools

Qualitative Analysis

Researcher Positionality

inside (staying their own students)

Research Questions

How can beginning teachers learn to teach writing?
Is this research question explicit from the manuscript? Yes

What ideas, concepts, strategies, and tools for teaching writing can preservice teachers develop during coursework?
Is this research question explicit from the manuscript? Yes

How can their field experiences shape their understanding and uses of these ideas and tools?
Is this research question explicit from the manuscript? Yes