Improving preservice teachers’ attitudes toward writing

Abstract

This study reports the effects of incorporating writing workshop activities in a language arts methods classes. Forty-two elementary education students were given a writing Apprehension Survey at the beginning and at the end of the semester. During the course, students participated in writing workshops and were encouraged to develop their individual writing identities. Data from the pretest and posttest surveys were analyzed. The group as a whole significantly improved its attitudes toward writing (t=5.96, p <.05). Additionally, students who had strongly held beliefs about themselves as writers, either positive (t=2.26, p <.05) or negative (t=4.03, p<.05), significantly improved their writing attitudes.

Reference

Lenski, S. D., & Pardieck, S. (1999). Improving preservice teachers’ attitudes toward writing. Yearbook of the College Reading Association, 21, 269-281.

Journal

Yearbook of the College Reading Association

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

Descriptive study
Experimental

Geographic Setting

midwest

Institutional Context

University based

Certification Level

Elementary

Programatic Focus

Research Location Context

Reading and language arts methods course

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

Duration of Data Collection

1 semester

Data Sources

pre-/post-assessment

Data Analysis Tools

t-test

Researcher Positionality

inside (staying their own students)

Research Questions

Does participation in a writing workshop in methods course improve students' attitudes toward writing?
Is this research question explicit from the manuscript? Combination