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dc.contributor.authorDix, Stephanie Margaret
dc.contributor.authorCawkwell, Gail
dc.date.accessioned2012-03-01T01:23:56Z
dc.date.available2012-03-01T01:23:56Z
dc.date.issued2011
dc.identifier.citationDix, S. & Cawkwell, G. (2011). The influence of peer group response: Building a teacher and student expertise in the writing classroom. English Teaching: Practice and Critique, 10(4), 41-57.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/6073
dc.description.abstractNew Zealand students in the middle and upper school achieve better results in reading than they do in writing. This claim is evident in national assessment data reporting on students’ literacy achievement. Research findings also state that teachers report a lack of confidence when teaching writing. Drawing on the National Writing Project developed in the USA, a team of researchers from the University of Waikato (New Zealand) and teachers from primary and secondary schools in the region collaborated to “talk” and “do” writing by building a community of practice. The effects of writing workshop experiences and the transformation this has on teachers’ professional identities, self-efficacy, and their students’ learning provided the research focus. This paper draws mostly on data collected during the first cycle of the two-year project. It discusses the influence of peer group response – a case study teacher’s workshop experiences that transformed her professional identity, building her confidence and deepening her understandings of self as writer and ultimately transforming this expertise into her writing classroom practice.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherFaculty of Education, University of Waikatoen_NZ
dc.relation.urihttp://edlinked.soe.waikato.ac.nz/research/journal/view.php?article=true&id=747&p=1en_NZ
dc.rightsThis article has been published in the journal: English Teaching: Practice and Critique. Used with permission.en_NZ
dc.subjectwritingen_NZ
dc.subjectidentityen_NZ
dc.subjectself-efficacyen_NZ
dc.subjectwriting pedagogyen_NZ
dc.subjectpeer responseen_NZ
dc.subjecttransformationen_NZ
dc.titleThe influence of peer group response: Building a teacher and student expertise in the writing classroomen_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfEnglish Teaching: Practice and Critiqueen_NZ
pubs.begin-page41en_NZ
pubs.elements-id36963
pubs.end-page57en_NZ
pubs.issue4en_NZ
pubs.volume10en_NZ


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