ABSTRACT This research studies the effects of a writing community on three novice, middle school, Title I language arts teachers' perceptions of themselves as educators and as writers. The participants wrote on topics of their selection, on a bi-monthly basis, for one semester, to explore their teaching and learning. The teachers are in their first five years of instruction and work in Title I, urban schools with ethnically diverse students. All participants are National Writing Project fellows.
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- Teacher Education
- Education, Secondary
- Teacher Identity
- teachers as writers
- Urban schools
- writing communities
- writing identity
- Teachers' writings
- Language arts teachers--Professional relationships.
- Language arts teachers
- First year teachers--Professional relationships.
- First year teachers
- Teachers as authors--Psychological aspects.
- Teachers as authors
- Partial requirement for: Ph. D., Arizona State University, 2012Note typethesis
- Includes bibliographical references (p. 212-226)Note typebibliography
- Field of study: Curriculum and instruction