This study conducted in eight Utah school districts documented the amount of time devoted to elementary writing instruction and described classroom physical environments related to that instruction. One-hundred-seventy-seven full-day observations were completed during a one-week period. Results indicated that process-writing time was dominated by explicit instruction from the teacher. Other elements of the writing workshop were implemented, but in a fragmented way. Classroom physical environments were generally not literacy rich. Process-oriented teachers had richer environments than those who focused on conventions.
Original Publication Citation
Billen, M.T., Wilcox, B., Bahr, D.L., Shumway, J., Korth, B., Yates, E., Morrison, T.G., Simmerman, S., Harwarad, S.V., Peterson, N., & Pierce, L.E. (211). Instruction and physical environments that support process writing in elementary classrooms. Association of Literacy Educators and Researchers (ALER) Yearbook. http://www.aleronline.org/displaycommon.cfm?an=1&subarticlenbr=6
BYU ScholarsArchive Citation
Billen, Monica Thomas; Wilcox, Brad; Bahr, Damon; Shumway, Jill; Korth, Byran; Yates, Elizabeth; Morrison, Timothy G.; Simmerman, Sue; Harwarad, Stan V.; Peterson, Nancy; and Pierce, Linda E., "Instruction and Physical Environments that Support Process Writing in Elementary Classrooms" (2011). Faculty Publications. 814.
Association of Literacy Educators and Researchers (ALER)
David O. McKay School of Education
© 2011 Association of Literacy Educators and Researchers (ALER)
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