A Year in the Writing Workshop

Exploring the Relation Between Teacher Factors and Student Growth in Early Writing

“…However, there was a significant main effect of knowledge and skills showing improved knowledge and skills of DBI for treatment teachers (g = 2.88; McMaster et al, 2020). Finally, although it is likely that teachers' self-efficacy indeed can be influenced by coaching and may play an important role in student learning (e.g., Armor et al, 1976), as hypothesized by McMaster and colleagues, it is also quite possible that there are differences in self-efficacy between individuals who elect to participate in research studies compared with those who do not (e.g., Graham et al, 2001;Troia et al, 2011), therefore limiting the generalizability of such findings. For all of these reasons, self-efficacy was not included in the current study.…”

Effects of web‐based training on Spanish pre‐service and in‐service teacher knowledge and implicit beliefs on learning to write

“…The Trazo WBT relied on a wide perspective of writing research and gathered from the different learning theories applied to the cur- assumption that theoretical orientations across subjects could be stable (Troia, Lin, Cohen, & Monroe, 2011), it could be expected that teachers candidates' implicit theories underlying writing rely on previous knowledge about writing instruction. This could be the case for the psycholinguistic theory, where no changes were observed.…”

Playing With Digital Tools With Explicit Scaffolding

“…Writing teachers and researchers (Atwell, 1987;Calkins, 1998;Hamel, 2017) have been advocating for writers' workshops where students have opportunities to choose authentic and meaningful writing topics that focus on the process approach rather than a product. There is an emphasis on routines, collaboration, cooperation, and sharing within the writing process in writers' workshop instruction (Troia, Lin, Cohen, & Monroe, 2011). The main components of writers' workshop include (a) minilessons that focus on writing craft strategies demonstrated through mentor texts, (b) extended writing time for students' self-created topics, (c) writing conferences in which the teacher and students discuss writing, (d) emphasis on the writing process, and (e) plenty of opportunities to share writing in formal and informal ways (McCarthey & Kang, 2016…”