This dissertation documents the implementation of new writing curriculum and the development of a Writers' Workshop in a multicultural/urban fourth and fifth grade classroom. It is my personal account of how I as teacher-researcher worked to raise the expectations of my children by creating a positive climate in which to learn and a classroom that haled writing as part of the original curriculum. The study began with a writing party for three hundred, fifty third, fourth and fifth grade students, their parents and family members after which they received writing bags to take home. The Writers' Workshop described in this dissertation is a one-classroom initiative and progression of change. There are seven conclusions that I have drawn through the implementation of the Writers' Workshop in the classroom. First, it is essential that teachers have high expectations for the success of their students. Second, children's writing displayed for everyone to see builds a positive classroom climate for both teacher and students. Classroom climate and management influence students' sense of belonging to the classroom. Third, children need the right tools and materials to help them to be creative. Fourth, children need opportunities to explore many genres, forms and purposes for writing within a writing process model. Fifth, the writers' workshop model defines every child as a writer right now. Children need to know that all writers go through the same steps for creating a good writing piece as they do. They experience the same frustrations when trying to find the right words to phrase a line in a poetry piece or to make a message clear in a writing piece. Sixth, opportunities for cross-curriculum writing are essential to help children expand their writing ideas and topics for writing. Math comic strips helped my students to create word problems pertaining to everyday situations. Seventh, technology is essential in support of writing and publishing. Five computers were available in the classroom for use by the children. Use of the computers and access to the Internet increased the volume of published work by the children as well as their knowledge of how to operate the software.
Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-1840 |
Date | 01 January 2000 |
Creators | Bailey, Cellastine P |
Publisher | ScholarWorks@UMass Amherst |
Source Sets | University of Massachusetts, Amherst |
Language | English |
Detected Language | English |
Type | text |
Source | Doctoral Dissertations Available from Proquest |
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