Assumptions and Belief Systems That Underlie a Teacher's Use of Writing [microform] / Barbara Danish
- Bib ID:
- 5463954
- Format:
- Book and Microform
- Author:
- Danish, Barbara
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1985
- 12 p.
- Summary:
-
Surveys of teachers' use of writing in the classroom indicate that many teachers continue to use writing in a limited capacity, primarily for drill, notetaking, and evaluation. However, while these studies suggest attitudes teachers might hold, they say little about the beliefs that might underlie those attitudes. For example, the observation of one fourth grade teacher for one year revealed that appearance was of paramount importance to her; consequently, surface error became the most important part of a text to her. The teacher was not interested in generating or encountering problems that forced her to rethink her ideas or develop new solutions. She also felt the need to be the ultimate authority in the classroom and to have the children serve as a ready audience for her feelings. This need to express her feelings relates to writing in opposing ways. On the one hand, teachers believe that people need to express their feelings, while on the other hand, their desire to be the ultimate authority suppresses the children's desire for free expression. Such attitudes are not conducive to the concept of writing as a process and should be of concern to teacher educators. (HOD)
- Notes:
-
- ERIC Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (36th, Minneapolis, MN, March 21-23, 1985).
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Available From:
- ERIC
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1985
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