“这有点像弄明白:”K-2教育专业人员的写作教学经验

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Meaghan McKenna, Rachel E. Schachter
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引用次数: 0

摘要

本文的目的是提高幼儿园到二年级(K-2)教育专业人员关于他们的写作教学经验的声音。尽管阅读教学继续主导着公众的注意力,但提供教学的教育专业人员需要更好地了解写作的现状,这是一个经常被忽视的内容领域。具体来说,这可以扩展我们现有的知识,让我们通过教育者分享他们的生活经验来理解写作的状态。27名教育专业人士(18名普通教育课堂教师,6名从事干预和辅导工作的专家,以及3名语言病理学家)与美国公立和私立学校的幼儿园、一年级和/或二年级学生一起参与了半结构化访谈。数据分析采用自反性主题分析。结果表明,写作仍然是一个低优先级的内容领域。提供的原因包括评估、指导和基于数据的决策的指导和资源有限,特别是与阅读和数学相比。许多参与者表示缺乏信心,并确定了与写作相关的专业成长和发展的兴趣领域;然而,我们仍然确定了用于教授写作的有前途的做法。我们的研究结果说明了提高K-2教育工作者的观点的重要性,以更好地理解他们的教学实践,并呼吁人们关注未来研究的必要性,以创造和评估与写作相关的专业学习机会和资源,这些机会和资源植根于研究和循证实践,可以立即转化为教育环境。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“It’s Kind of Like Figure It Out:” Experiences of K-2 Educational Professionals with Teaching Writing

The purpose of this article is to elevate the voices of kindergarten through second grade (K-2) educational professionals regarding their experiences teaching writing. Although reading instruction continues to dominate public attention, there is a need to better understand the current state of writing, an often neglected content area, from educational professionals who are delivering instruction. Specifically, this can expand our current knowledge by allowing us to understand the state of writing through educators’ sharing of their lived experiences. Twenty-seven educational professionals (18 general education classroom teachers, six specialists working in intervention and coaching roles, and three speech-language pathologists) working with kindergarten, first, and/or second grade students in public and private school settings across the United States participated in semi-structured interviews. Reflexive thematic analysis was used to analyze data. Results indicate that writing remains a low priority content area. Reasons provided include limited guidance and resources for assessment, instruction, and data-based decision making especially when compared to reading and mathematics. Many participants expressed a lack of confidence and identified writing-related areas of interest for professional growth and development; however, we still identified promising practices used to teach writing. Our findings illustrate the importance of elevating K-2 educators’ perspectives to better understand their teaching practice and call attention to the need for future research to create and evaluate writing-related professional learning opportunities and resources rooted in research and evidence-based practice that can be immediately translated into educational settings.

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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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