In this co/autoethnography, we used dialogic journaling and critical conversations to examine our feminist stances and practices. As feminist practitioners in high school English classrooms, we analyzed our collaborative co-teaching relationships, examining the complex dynamics of those partnerships, how we responded to the struggles of patriarchy…

Educational leaders and teachers interested in improving instructional practice in writing may want to consider examining what strategies are currently used by teachers who instruct students identified as economically disadvantaged. The present study used a single-site intrinsic case study design to examine Blue Creek High School, a school with an…

Teachers of young writers often feel pressure to focus on narrow, tested conventions, forms and processes of writing. These pressures can contribute to instruction that does not consider students' interests, experiences, language or cultures, but rather can further deficit views of students whose backgrounds do not closely align with those making…

This study explored the professional development issues, challenges, and opportunities faced by calligraphy teachers in the context of disciplinary integration. Descriptive survey was used in the study to explore the professional development of Calligraphy teachers' discipline integration. Through questionnaire surveys and comprehensive analysis,…

This qualitative study investigated teachers' perceptions of their own writing abilities and processes, the adequacy of their pre-service teacher preparation, and the efficacy of in-service, school system and school building-level support, and how each of these components affected the educator's aptitude to teach students in grade six through…

This article provides a replication study of the National Writing Project's College, Career, & Community Writers Program (C3WP), which was found to be effective at improving student writing quality in two prior studies. C3WP is designed to improve students' source-based argument writing through intensive teacher professional development,…

Pedagogical shifts that incorporate multimodal and digital literacies challenge the world in which literacy teachers have lived and worked. Effective professional development (PD) experiences may increase teachers' knowledge and enlarge their teaching paradigms about writing instruction. The current study explored ways PD might encourage teachers…

In this paper, we take an ecological view of children's development to argue that preventive interventions should move beyond separating the microsystems of school and home to create new intergenerational spaces for nurturing mental wellbeing. Using the 5A's theory of creativity, we draw upon our experiences of creative writing to explore how…

This study investigates how teachers understand and position AI tools in middle school writing instruction, drawing on 27 teacher interviews collected during a study called Project Topeka that used an interactive argumentative writing platform with AI-generated scores and feedback. Based on the interviews, we generate an initial theoretical…

This article contributes to the practice of critical policy analysis by using de Certeau's concept of "consumption" to analyze how writing teachers resist policies that work to systemize and commodify student writing. Through narratives, we represent the ways teachers tactically and strategically sidestepped the mandated curriculum in an…

In this essay, Pei Pei Liu identifies the act of unveiling a completed portrait to solicit participant response as central to the conceptualization of portraiture. While this explicit extension of research relationships into the study "aftermath" distinguishes portraiture from many other qualitative methods, little practical guidance…

Through ideas and practices straight from the classrooms of outstanding teachers, this lively resource illustrates writing that makes an impact on a reader, a writer, or a cause--writing that everyone wants to read. The book is rich with student work that shows how writing can make things happen in the world. The authors provide ready-to-use…

The purpose of this study was to build on recent survey research on writing instruction to examine both the types and extent of teachers' preparation to teach writing and what teachers' writing instruction currently looks like, including the evidence-based practices teachers use, the amount of time spent teaching writing, and the types of writing…

Teaching a senior seminar on creative nonfiction led author Sarah Gompers to consider how she might help her students understand the concept of writing with vulnerability. All stages of the writing process must be explicitly taught, and this extends to something as basic as topic selection. When students are taught about vulnerability--what it is,…

Writing instruction is a particular challenge because there is no singular, linear solution to teaching students to write well. This book approaches writing as a wicked problem that takes place in complicated contexts. Through both scholarly research and teacher reflection, it examines ELA classrooms and the experiences of writing teachers to…