The purpose and objectives of this qualitative teacher research (Hubbard, Power, 1993) is to explore my teaching by examining the purposeful writing of my students as I consider the following questions: (1) How does a teacher actualize a system of beliefs in a specific classroom context? (2) How do fourth grade children evolve as writers over the school year? (3) How is writing measured on district developed benchmark writing tests and the Georgia Criterion Referenced Competency Test? (4) What are fourth grade children's perspectives on purposeful writing? I teach from a humanistic perspective (Rogers, 1980) and these principles lead me to emphasize purposeful writing, which I define as writing that has its roots in topics and feelings the writer cares about, and writing experiences that have a clear function and audience.Table 5 (continued) Month Assignment Completed Rubric Content and Theme Change in Rubric Score Henry, perhaps the most resistant writer I had this school year ... His fantasy story, the third writing sample, was longer; he received a 73%.
|Title||:||The Impact of Fourth Graders' Purposeful Writing on a Teacher's Professional Transformation|
|Author||:||Michael Scott McManus|
|Publisher||:||ProQuest - 2008|