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Teachers as Writers: Tracing Writing...

Frahm, Tia.

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Teachers as Writers: Tracing Writing Identity Development of Teachers in a Summer Professional Development Program.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers as Writers: Tracing Writing Identity Development of Teachers in a Summer Professional Development Program./
Author:	Frahm, Tia.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	182 p.
Notes:	Source: Dissertation Abstracts International, Volume: 80-02(E), Section: A.
Contained By:	Dissertation Abstracts International80-02A(E).
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10792902
ISBN:	9780438384811

Teachers as Writers: Tracing Writing Identity Development of Teachers in a Summer Professional Development Program.
Frahm, Tia.

Teachers as Writers: Tracing Writing Identity Development of Teachers in a Summer Professional Development Program. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 182 p.

Source: Dissertation Abstracts International, Volume: 80-02(E), Section: A.

Thesis (Ph.D.)--University of Wyoming, 2018.

This dissertation study investigates how teachers self-identified as writers at the beginning and end of an intensive professional development experience and how that impacted their classroom instruction. The six participants included scholars from the 2017 Mountain West Writing Project Invitational Leadership Institute. The research questions that guided this case study include: 1) In what ways does participating in intensive professional development influence how teachers identify as writers? 2) How does identity as a writer later impact classroom instruction? Findings will be explored and implications for further research discussed Through the analysis of participant writing, interviews, and pre/post questionnaires.

ISBN: 9780438384811Subjects--Topical Terms:

516579
Education.

Teachers as Writers: Tracing Writing Identity Development of Teachers in a Summer Professional Development Program.
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245 1 0 $a Teachers as Writers: Tracing Writing Identity Development of Teachers in a Summer Professional Development Program.
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500 $a Source: Dissertation Abstracts International, Volume: 80-02(E), Section: A.
500 $a Adviser: Dana A. Robertson.
502 $a Thesis (Ph.D.)--University of Wyoming, 2018.
520 $a This dissertation study investigates how teachers self-identified as writers at the beginning and end of an intensive professional development experience and how that impacted their classroom instruction. The six participants included scholars from the 2017 Mountain West Writing Project Invitational Leadership Institute. The research questions that guided this case study include: 1) In what ways does participating in intensive professional development influence how teachers identify as writers? 2) How does identity as a writer later impact classroom instruction? Findings will be explored and implications for further research discussed Through the analysis of participant writing, interviews, and pre/post questionnaires.
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