Learning about English learners’ content understandings through teacher inquiry: Focus on writing
Abstract
Writing is central to academic development, permeates content area coursework and serves as both a vehicle for and a display of learning. For English learners (ELs), writing poses challenges, and teachers need preparation in how to understand and respond to these. This study reports 5 teacher inquiry processes that preservice teachers in one teacher education program used to learn more about their ELs and their writing performances, strengths, learning, preferences, and needs. The inquiry processes provided opportunities to develop knowledge of content and students (Ball, Thames, & Phelps, 2008), a key subdomain of the knowledge base of effective teaching.
Reference
Athanases, S. Z., Wahleithner, J. M., & Bennett, L. H. (2013). Learning about English learners' content understandings through teacher inquiry: Focus on writing. The New Educator, 9(4), 304-327.
Journal
New Educator
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
- English Language Arts (ELA)
Research Location Context
Preservice Participants
- Post bachs (university based program)
Preservice Sample Size
15
Duration of Data Collection
Data Sources
- data analysis memos
- fieldnotes
- PowerPoint presentations
- Questionnaires
- reflections
- researcher memos
Data Analysis Tools
- Constant comparative analysis
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own programs)
Research Questions
Wanted to reveal ways, if any, the inquiry processes provided opportunities for STs to learn about their ELs as writers.
Is this research question explicit from the manuscript? Combination