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"Harding, Letitia"
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Learning to Teach Writing by Becoming a Writer
Finding ways to develop preservice teachers (PSTs) as both writers and teachers of writing can be a heavy lift for teacher education programs. This article presents a portion of the data from a larger study undertaken as longitudinal, formative design research. Data were gathered from 410 PSTs over a three-year period across four courses in teacher education and English language arts at a private liberal arts university in a southwestern state. Two research questions guided the study: (1) How do preservice teachers engage in practices grounded in process discourse in the context of their teacher education courses?; and (2) How do preservice teachers’ beliefs about their writing self-efficacy change during a semester of engaging in writing with a focus on process discourse? Key findings of the study included PSTs engaging in prewriting activities (e.g., reading, researching) but engaging less in writing while preparing to write (e.g., quicklist, webs). Furthermore, the PSTs utilized peers in revising writing but did not visit those with the most knowledge and skill in supporting writing (e.g., professor, writing center). Finally, PSTs’ confidence in their writing, which was higher at the start of courses than previous research often indicates, decreased across their time in the courses.
Journal Article
Research: Learning to Teach Writing by Becoming a Writer: An Examination of Preservice Teachers’ Engagement with the Writing Process
Finding ways to develop preservice teachers (PSTs) as both writers and teachers of writing can be a heavy lift for teacher education programs. This article presents a portion of the data from a larger study undertaken as longitudinal, formative design research. Data were gathered from 410 PSTs over a three-year period across four courses in teacher education and English language arts at a private liberal arts university in a southwestern state. Two research questions guided the study: (1) How do preservice teachers engage in practices grounded in process discourse in the context of their teacher education courses?; and (2) How do preservice teachers’ beliefs about their writing self-efficacy change during a semester of engaging in writing with a focus on process discourse? Key findings of the study included PSTs engaging in prewriting activities (e.g., reading, researching) but engaging less in writing while preparing to write (e.g., quicklist, webs). Furthermore, the PSTs utilized peers in revising writing but did not visit those with the most knowledge and skill in supporting writing (e.g., professor, writing center). Finally, PSTs’ confidence in their writing, which was higher at the start of courses than previous research often indicates, decreased across their time in the courses.
Journal Article
Education for Tomorrow
Education for Tomorrow is unique in that it brings both of these approaches together first by examining the ways that indigenous people and women of all cultures acquire and pass on knowledge, and the deleterious effects that enforced Eurocentric systems have had on that process. The authors then turn to public schools to explore the influences, both good and bad, that today's programs have on the distribution of opportunities afforded to all children in the United States.
eBook
The Way Forward
The previous chapters document the entrenched, archaic, and broken condition of traditional educational practices, and offer evidence to support our contention that it is too late for simple reform. We believe that most people realize that there must be change, but do not know where to start.
Book Chapter
The Western Education System
In Indian civilization I am a Baptist, because I believe in immersing the Indians in our civilization and when we get them under holding them there until they are thoroughly soaked.Richard Henry Pratt, Battlefield and Classroom
Book Chapter
Indigenous and Western Ways of Knowing: A Conflict of Interests
Western philosophers have suggested that it is teleology1 along with ontology2 and axiology3 that make human beings different from other animals. But what does that actually mean, and how does it affect everyday people? Basically, we see ourselves as apart from other living beings because we think about the end product or result of our pursuits, we consider the meaning of our existence, we pose questions with regard to value, morals, aesthetics, and we are creative.
Book Chapter