Keywords
education, elementary education, writing instruction, classroom environment
Abstract
This study conducted in eight Utah school districts documented the amount of time devoted to elementary writing instruction and described classroom physical environments related to that instruction. One-hundred-seventy-seven full-day observations were completed during a one-week period. Results indicated that process-writing time was dominated by explicit instruction from the teacher. Other elements of the writing workshop were implemented, but in a fragmented way. Classroom physical environments were generally not literacy rich. Process-oriented teachers had richer environments than those who focused on conventions.
Original Publication Citation
Billen, M.T., Wilcox, B., Bahr, D.L., Shumway, J., Korth, B., Yates, E., Morrison, T.G., Simmerman, S., Harwarad, S.V., Peterson, N., & Pierce, L.E. (211). Instruction and physical environments that support process writing in elementary classrooms. Association of Literacy Educators and Researchers (ALER) Yearbook. http://www.aleronline.org/displaycommon.cfm?an=1&subarticlenbr=6
BYU ScholarsArchive Citation
Billen, Monica Thomas; Wilcox, Brad; Bahr, Damon; Shumway, Jill; Korth, Byran; Yates, Elizabeth; Morrison, Timothy G.; Simmerman, Sue; Harwarad, Stan V.; Peterson, Nancy; and Pierce, Linda E., "Instruction and Physical Environments that Support Process Writing in Elementary Classrooms" (2011). Faculty Publications. 814.
https://scholarsarchive.byu.edu/facpub/814
Document Type
Peer-Reviewed Article
Publication Date
2011-01-01
Permanent URL
http://hdl.lib.byu.edu/1877/2883
Publisher
Association of Literacy Educators and Researchers (ALER)
Language
English
College
David O. McKay School of Education
Department
Teacher Education
Copyright Status
© 2011 Association of Literacy Educators and Researchers (ALER)
Copyright Use Information
http://lib.byu.edu/about/copyright/