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?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
- Descriptive study
- Experimental
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- Reading and language arts methods course
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
42
Duration of Data Collection
Data Sources
Data Analysis Tools
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