This practitioner research study has sought to understand what happens when a high school English teacher listens systematically to students’ perceptions of themselves as writers, their attitudes towards writing, and their perspectives on classroom writing instructional practices. Specifically, how does the adoption of a listening stance influences teacher practice, student learning, and the development of a community of writers over one school year? The theoretical framework that guided this study is based on constructivist principles that blend research and practice, positioning teachers as knowledge-generators and agents of change. During the year, I implemented constructivist practices with the goal of developing a classroom culture in which students could develop identities as writers and experience success in their writing. While I implemented constructivist practices, I systematically reflected on my instruction through audiotapes and transcripts of student interviews, lesson plans, classroom records, a researcher journal, and inquiry community conversations. To capture information about students’ experiences, I reviewed audiotapes and transcripts of student interviews, a researcher journal, student journals, student writing portfolios, open-ended surveys, and notes from writing conferences with students. This dissertation provides insights into the classroom context that advances students as writers and learners. In adopting an inquiry stance, specifically systematic reflection and weekly participation in professional learning and teacher inquiry communities, I became more aware of problems of practice and how to address them more comprehensively. In taking a listening stance, I realized that my students saw value in my pedagogical responses to their feedback and had more positive perceptions of writing. As I got to know my students, I tailored instruction more deliberately to each of their preferences and interests. I offered varied participatory structure options, where students could better thrive as writers, ultimately leading to a more inclusive communal space.
|Commitee:||Gentile, Claudia, Stornaiuolo, Amy|
|School:||University of Pennsylvania|
|Department:||Reading, Writing, Literacy|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Education|
|Keywords:||Inquiry stance, Listening stance, Student perceptions of writing, Teacher research, Writing community, Writing pedagogy|
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