Teachers Who Teach Writing: Practices of Teachers in the Writing Classroom

dc.contributor.author	Butler, Shawn Marise
dc.date.accessioned	2021-01-14T14:31:10Z
dc.date.available	2021-01-14T14:31:10Z
dc.date.issued	2018
dc.description.abstract	This article presents the findings of a multi-site case study which was designed to explore the teaching practices of primary school teachers who teach writing in St. Vincent and the Grenadines. The case study spanned four schools, representing four major geographical zones and varying student population sizes. The practices of 10 primary school teachers were observed. Data were collected over a period of 12 weeks through observational check lists, field notes, and interviews. The research was guided by four questions: (1) What are the writing instruction practices of primary school teachers in St. Vincent and the Grenadines? (2) How are these practices delivered by those teachers? (3) What are the factors which influence teachers’ practices, and (4) What are the challenges faced by those teachers in the delivery and implication of their practices? Findings indicate that teachers utilise a combination of traditional skills-based and process-oriented practices in their instruction.	en_US
dc.identifier.citation	Caribbean Curriculum Vol 26 2018/2019	en_US
dc.identifier.uri	https://hdl.handle.net/2139/49431
dc.publisher	School of Education, UWI	en_US
dc.subject	Writing Instruction, Teacher Education	en_US
dc.title	Teachers Who Teach Writing: Practices of Teachers in the Writing Classroom	en_US
dc.type	Article	en_US

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