The use and implementation of interactive writing as an instructional method for primary teachers in Texas Educational Service Center 2
Abstract
Description
A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction.
This doctoral study investigated the use and implementation of interactive writing as an instructional method for primary teachers in Texas Educational Service Center Region 2. The descriptive study involved 152 survey respondents and eight interview participants. The primary instrument was a questionnaire (Interactive Writing Survey) that solicited data from teachers on their definition of interactive writing, the use of interactive writing, and variations on the implementation of interactive writing. Additionally, an interview protocol was used to allow participants to expand on the use of interactive writing and how interactive writing supported the reading and writing connection. Data were collected during the spring 2010 semester and analyzed by frequency and cross-tabulations. In addition, a Chi-analysis was conducted on two of the survey questions. The analysis of data suggested that primary teachers understood elements of interactive writing and were able to define interactive writing as an instructional method. The data also suggested that primary teachers implemented interactive writing during a weekly timeframe. Additionally, there was no statistically significant relationship between how often interactive writing was implemented and grade level taught. The data also indicated that participants had complete freedom with the implementation of interactive writing. However, the analysis indicated that there was no statistically significant relationship between the extent of freedom on the implementation of interactive writing and grade level taught. In addition, the data suggested that primary teachers used pre-planned schedules for interactive writing and primarily implemented interactive writing during whole group instruction. The findings suggest that those teachers who responded are knowledgeable about interactive writing and are consistent in the way they use it. Further research is needed to explore other grade levels' use and implementation of interactive writing, identify various types of literature used to support interactive writing, and investigate the implementation of technological elements during interactive writing lessons.
Educational Leadership, Curriculum & Instruction
College of Education and Human Development
This doctoral study investigated the use and implementation of interactive writing as an instructional method for primary teachers in Texas Educational Service Center Region 2. The descriptive study involved 152 survey respondents and eight interview participants. The primary instrument was a questionnaire (Interactive Writing Survey) that solicited data from teachers on their definition of interactive writing, the use of interactive writing, and variations on the implementation of interactive writing. Additionally, an interview protocol was used to allow participants to expand on the use of interactive writing and how interactive writing supported the reading and writing connection. Data were collected during the spring 2010 semester and analyzed by frequency and cross-tabulations. In addition, a Chi-analysis was conducted on two of the survey questions. The analysis of data suggested that primary teachers understood elements of interactive writing and were able to define interactive writing as an instructional method. The data also suggested that primary teachers implemented interactive writing during a weekly timeframe. Additionally, there was no statistically significant relationship between how often interactive writing was implemented and grade level taught. The data also indicated that participants had complete freedom with the implementation of interactive writing. However, the analysis indicated that there was no statistically significant relationship between the extent of freedom on the implementation of interactive writing and grade level taught. In addition, the data suggested that primary teachers used pre-planned schedules for interactive writing and primarily implemented interactive writing during whole group instruction. The findings suggest that those teachers who responded are knowledgeable about interactive writing and are consistent in the way they use it. Further research is needed to explore other grade levels' use and implementation of interactive writing, identify various types of literature used to support interactive writing, and investigate the implementation of technological elements during interactive writing lessons.
Educational Leadership, Curriculum & Instruction
College of Education and Human Development