Exploring the Impact of a Reflexive, Co-designed Program of Professional Learning for the Teaching of Writing in Elementary School Classrooms

Ryan, Mary; Weber, Lauren; Barton, Georgina; Dutton, Janet

doi:10.1080/19388071.2022.2130115

Cited by 4 publications

(2 citation statements)

References 31 publications

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“…Research points to this negatively impacting particularly on students from diverse backgrounds (Mahmood et al, 2020). When teachers teach on-demand writing typical pedagogical traits are revealed, those that are often referred to as formulaic (Ryan & Barton, 2014). When thinking about creative writing, however, Wyse et al (2013) noted that it involves the absence of structure and teaching creative writing requires an 'open' pedagogical approach for students to be given imaginative choice.…”

Section: Introductionmentioning

confidence: 99%

“…International research on teaching writing has indicated a loss in innovative or creative pedagogical practices due to the pressure on teachers to teach prescribed writing skills that are assessed in high-stakes tests (Göçen, 2019;Stock & Molloy, 2020), often resulting in specific trends including teaching a genre approach to writing (Polesel et al, 2012;Ryan & Barton, 2014). A comprehensive meta-analysis by Graham et al (2012), designed to identify writing practices with evidence of effectiveness in primary classrooms, found that explicitly teaching imagery and creativity was an effective teaching practice in writing.…”

Section: Introductionmentioning

confidence: 99%

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Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity

et al. 2023

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Teaching writing is complex and research related to approaches that support students’ understanding and outcomes in written assessment is prolific. Written aspects including text structure, purpose, and language conventions appear to be explicit elements teachers know how to teach. However, more qualitative and nuanced elements of writing such as authorial voice and creativity have received less attention. We conducted a systematic literature review on creativity and creative aspects of writing in primary classrooms by exploring research between 2011 and 2020. The review yielded 172 articles with 25 satisfying established criteria. Using Archer’s critical realist theory of reflexivity we report on personal, structural, and cultural emergent properties that surround the practice of creative writing. Implications and recommendations for improved practice are shared for school leaders, teachers, preservice teachers, students, and policy makers.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity

et al. 2023

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Teacher produced video tours of classrooms: what matters for their teaching of writing?

Mantei,

Kervin,

Weber

et al. 2024

Aust. Educ. Res.

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Australian literacy classrooms are shaped by an unprecedented time of national curriculum reform. Australian teachers follow a national English curriculum with the pressures of national standardised assessment, state interpretation (state-based syllabus and support documents) and localised system requirements influencing their pedagogical practices. It is timely to consider how teachers recontextualise these external pressures in their teaching of writing. This paper uses reflexivity theory to investigate the interplay between social, cultural and individual influences on the materiality of writing classrooms. Through our conceptual framing of reflexive materiality, we analyse video tours created by elementary teachers (Grades 3–6) to highlight classroom components pertinent to their writing pedagogy and practices. Our analysis focused on theoretically-based instruction practices, teacher professional knowledge, opportunities for students to write, and the impact of the external context on the materiality of the classroom environment. Findings demonstrate a reflexive relationship between teachers’ system-based contexts and the substance of classroom objects, spaces, and teachers’ ideas and philosophies regarding writing.

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Reflexive empathy as social relation: the case for contextualised professional learning

Weber,

Ryan,

Khosronejad

2023

Discourse: Studies in the Cultural Politics of Education

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Exploring the Impact of a Reflexive, Co-designed Program of Professional Learning for the Teaching of Writing in Elementary School Classrooms

Cited by 4 publications

References 31 publications

Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity

Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity

Teacher produced video tours of classrooms: what matters for their teaching of writing?

Reflexive empathy as social relation: the case for contextualised professional learning

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