A Longitudinal Case Study of Curriculum Genres, K-3

Abstract

I have presented the findings from a longitudinal case study of one child's writing from kindergarten to grade 3, across different curriculum contexts, with a focus on writing in mathematics, social studies, science, and music. I describe changes in textual features of the child's writing over time, which support Newkirk's (1987) developmental schema for non-narrative writing and extend my previous studies of emergent genres (Chapman, 1994, 1995). The data show that the focal child's content-area writing began in grade 1 and was, to a great degree, focused on exposition, progressing from simple lists and labels to multi-paragraph reports.

Telephone-mediated communication effects on young children’s oral and written narratives

“…Many successful language-arts curricula have been developed with innovative approaches to literacy development (Brill, 2004;Chapman, 2002;Coker, 2006;Duke & Purcell-Gates, 2003;Dunsmiur & Blatchford, 2004;Heath & Wolf, 2005;Torr, 2004). Curricula that stimulate recontextualization processes are notable for their success in advancing written expression (Cameron et al, 1996;Coker, 2006).…”

Improvisations: Methods and Methodologies in Lifespan Writing Research

“…For example, studies that aimed to predict an outcome, to observe effects, or to investigate relationships (Sykes, 1993) tended to choose predictive data analysis options, such as regression (see Cordeiro et al, 2020) and CFA and SEM (see Kim & Park, 2019), while studies that used how questions, for example "to analyze how children are prepared for learning to write and how this skill is developed" (see Kuzeva et al, 2015) or differences between groups (see Silva et al, 2010), chose data collection methods that lead to the use of inferential data analysis methods such as ANO-VA and t-tests (see Beers & Nagy, 2011;Oppenheimer et al, 2017 On the other hand, while qualitative studies asked similar questions to quantitative studies, such as how questions and to investigate relationships between writing and other aspects, it is, however, clear that these questions were broader and more intent upon generating new knowledge on a particular topic rather than identifying predictors. For example, the qualitative studies in our corpus which used ethnography used what and how questions (Chapman, 2002;Compton-Lilly, 2014;Elf, 2016;Roozen, 2008;.…”

Chapter 11. An Autoethnographic Springboard to More Extensive Lifespan Writing Research

“…Data Collection in Qualitative Studies. In the qualitative studies in our corpus, the most used method of data collection was ethnography (Chapman, 2002;Compton-Lilly, 2014;Elf, 2016;Roozen, 2008;, followed by document and artifact collection (Beaufort, 2004;Chen, 2018;Lammers & Marsh, 2018;Woodward-Kron, 2009), descriptive research (Johnson & Krase, 2012;Sommers & Saltz, 2004;Turnbull et al, 2011), interviews (Driscoll & Powell, 2016;Lunsford et al, 2013), correlational research (Haswell, 2000), and a category we referred to as other (Myhill & Jones, 2007).…”