Abstract
Building confidence and efficacy in young writers is critical to long-term academic success, but for many teachers, writing is a complex and challenging discipline to teach. This exploratory case study examines the evolution of a writing workshop in an elementary classroom and the partnership between an instructional coach and teacher. Observational data shed light on the phenomena of student motivation, teacher efficacy, and culturally responsive approaches to writing. Collaborative teaching methods and careful attention to the principles of writing workshop contributed to an enriching journey for the coach, the teacher, and her third-grade students. A portrait of their lived experiences emerges, demonstrating that a thoughtfully designed workshop has the potential to foster growth and confidence in young writers and teachers alike.
Recommended Citation
Green, Jennifer and Steber, Kayla
(2021)
"The Evolution of an Elementary Writing Workshop: Fostering Teacher Efficacy and Authentic Authorship in Young Writers,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 10:
Iss.
1, Article 3.
Available at:
https://scholarworks.wmich.edu/wte/vol10/iss1/3
Included in
Educational Leadership Commons, Elementary Education Commons, Elementary Education and Teaching Commons