Investigating the Unit of Study Approach as a Way to Teach Writing to Early Childhood Education Preservice Teachers

Constructs of Teaching Writing in Research About Literacy Teacher Education

“…“Good writing,” when described within this discourse, is measured by the match between the choice of linguistic features and the articulated conventions of the genre (West & Saine, 2017). Teacher educators drawing on genre discourse often rely on models of text types and learning to read like writers, or inquiring into genre features through immersion in examples, as key parts of instruction (e.g., Batchelor, Morgan, Kidder-Brown, & Zimmerman, 2014; Pytash, 2012).…”

Examining shifts in preservice teachers’ beliefs and attitudes toward writing instruction

“…Previous research suggests PSTs are able to envision new ways of teaching writing when they are presented with conceptual and pedagogical tools (Batchelor et al, 2014;Morgan, 2010;Zimmerman et al, 2014). Similarly, I found that PSTs valued research-based concepts and strategies and made plans to use these methods when they had time to make connections between relevant theories and strategies, evaluated student work, practiced strategies within their university classroom and in field placements, and reflected on these strategies throughout the semester.…”

“…Integration of self-reflection, coursework, and field practice Recent studies aimed at shifting PSTs' attitudes and beliefs about writing instruction (Batchelor, Morgan, Kidder-Brown, & Zimmerman, 2014;Grisham & Wolsey, 2011;Morgan, 2010;Norman & Spencer, 2005;Street, 2003;Tulley, 2013;Zimmerman et al, 2014) have described the importance of self-reflection, focused instruction through coursework, and field practice in order to expand PSTs' prior perceptions about teaching writing. As illustrated in the studies described below, the role of self-reflection threads through both coursework and field practice and is an important skill to nurture in PSTs, as it will be critical for their ongoing professional growth as future teachers.…”

“…Studies of effective language arts methods courses describe instructors modeling many of these recommendations with their PSTs (Batchelor et al, 2014;Morgan, 2010;Tulley, 2013;Zimmerman et al, 2014). For example, effective courses across multiple studies include instructors who model minilessons and invite PSTs to write for authentic purposes, move through cycles of various writing genres, participate in instructor and peer conferences, and share their writing (Grisham & Wolsey, 2011;Morgan, 2010;Zimmerman et al, 2014).…”

The Role of Children’s Literature in Cultivating Preservice Teachers as Transformative Intellectuals: A Literature Review

“…We identified 13 articles in which the TEs used children’s literature within coursework and/or field experiences to facilitate PTs’ learning about literacy instructional practices (Barnes, 2006; Batchelor, Morgan, Kidder-Brown, & Zimmerman, 2014; Hill, 2012, 2017; Lewis & Petrone, 2010; Mathis, 2000; Morgan, 2010; Morgan et al, 2011; Nathenson-Mejía & Escamilla, 2003; Shelton & McDermott, 2010; Stallworth, 2001; Zimmerman, Morgan, & Kidder-Brown, 2014; Zimmerman et al, 2012).…”