DOCUMENT RESUME ED,299 571 CS 211 538 AUTHOR Moss, Barbara Teacher Change As Experien..Td Through Implementation of a Process Wr
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DOCUMENT RESUME ED,299 571 CS 211 538 AUTHOR Moss, Barbara TY.TLE Teacher Change as Experien..td through Implementation of a Process Writing Approach. PUB DATE Jul 88 NOTE 426p.; Ph.D. Dissertation, Kent State University. Outstanding Dissertation Proposal, Kent State University Department of Teacher Development and Curriculum Studies. PUB TYPE Dissertations/Theses - Doctoral Dissertations (041) -- Reports - Research/Technical (143) EDRS PRICE MF01/PC18 Plus Postage. DESCRIPTORS Case Studies; Elementary Education; Instructional Innovation; Qualitative Research; Rural Schools; Teacher Administrator Relationship; *Teacher Attitudes; Teacher Response; Teaching Methods; *Teaching Styles; Theory Practice Relationship; *Writing (Composition); *Writing Instruction; Writing Processes IDENTIFIERS Composition Theory; *Process Approach (Writing) ABSTRACT A study examined how teachers change as they implement a procesS writing approach. Four questions provided the framework for the study: (1) How do teachers' perceptions of themselves as writers influence their writing instruction? (2) How do teachers at different grade levels iniement process writing instruction? (3) What institutional and contextual factors limit and/or encourage the implementation of a process writing instruction? and (4) How do teachers change in attitude, behavior, and teaching approaches as a result of using this innovation? Subjects, four elementary grade teachers in rural northeastern Ohio schools, were chosen from participants in a summer workshop on the process approach who had-been nominated by their principals as outstanding writing teachers. Subjects were observed in their classrooms, and they completed workshop documents, questionnaires, and reflective logs during the 8-week duration of the study. Results indicated that teachers' individual ways of approaching a writing task influence how they instruct students to approach such tasks, and those aspects of the process which are easier to implement receive the most attention. Results also indicated that teacher control over the process tends to be substantial, with teachers providing most of the ideas for writing assignments and that teachers implementing this innovation do so with a fair amount of administrative support but with little support from colleagues. (Five figures and three tables are included; and the questionnaire, interviewing instruments, transcripts, observation field notes, sample reflective logs, and student work samples are appended. Fifteen pages of references are supplied.) (RS) ***************************2******************************************* * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** "PERMibSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY U.S. DEPARTMENT Of EDUCATION Ofhce of Educational Reattach and Improvement i\KC EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 This document has been reproduced as received from the Person or organgation originating It 0 Minor changes have been made to Improve reproduction Quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)... Pantsolvieworepnioasstatedinthisdocu- ment do not necessarily represent official OERI position or policy Moss, Barbara, Ph.D., July, 1988 TErtCHER DEVELOPMENT AND CURRICULUM STUDIES TEACHER CHANGE AS EXPERIENCED THROUGH IMPLEMENTATION OF A PROCESS WRITING APPROACH Co-Directors of Dissertation: Jo Anne Vacca and Richard T. Vacca A study employing ethnogaphic research methodology examined how teachers change as they implement a process writing approach. Four questions provided the framework for the study: (1) How do teachers' perceptions of themselves as writers influence their writing instruction? (2) How do teachers at different grade levels implement process writing instruction? (3) What institutional and contextual factors limit and/or encourage the implementation of a lrocess writing instruction? (4) How do teachers change in attitude, behavior, and teaching approaches as a result of using this innovation? Four elementary grade teachers in rural northeastern Ohio schools were observed and interviewed over an eight- week period. Results of the study suggested that teachers' individual way of approaching a writing task influences how they instruct students to approach such tasks and those aspects of the process which are easiest to implement receive the most attention. Teacher control over the process tends to be substantial, with teachers providing most ofthe ideas for writing assignments.Teachers implementing this innovation do so with a fair amount of administrative support but with little support from colleagues. The study concludes that teachers do change asareSU1C of implementation of a process writing approach, but the changes in their BEST COPYAVAILABLE teaching tend to be mechanical ones directed largely at day-do-day survival. Teacher Change as Experienced through the Implementation of a Process Writing Approach A dissertation submitted to the Kent State University Graduate School of Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy by Barbara Moss June 1988 0 Copyright by Barbara Moss All Rights Reserved ii Dissertation written by Barbara Moss B.S., The Ohio State University, 1971 M.Ed., Kent State University, 1975 Ph.D., Kent State University, 1988 Approved by , Co-Chairs, Doctoral Dissertation Committee /do, 4( 7 Vte-c4s A illiz;i4., Members, Doctoral Dissertation Committee Accepted by , Chair, Department of Teacher Development and Curriculum Studies , Dean, Graduate School of Education iii 6 Acknowledgments I would like to offer my gratitude to the following individuals for assisting me in completing this dissertation. To my parents, Gae and Bruce Kesselring, for rearing me in a home where learning was encouraged and valued . To my advisors, Rich and Jo Anne Vacca, for helping me through every stage of the dissertation process . To my committee members, Dick Kindsvatter and Jim Delisle, for their suggestions and support . To my son, Brian, for "nagging" me to finish. To my typist, Bonnie Heaton, for her impeccable work. To my husband, Pat, for his love, encouragement, and his Epson computer. To the Delta Kappa Gamma Society International for their generous financial support for this study. Barbara Moss TABLE OF CONTENTS Chapter Page INTRODUCTION 1 Purpose of the Study 8 Significance of the Study ..... - . 9 Statement of the Problem 11 Research Questions 11 Definition of Terms 12 Assumptions of the Study 13 Chapter Summary 13 II REVIEW OF RELATED LITERATURE 14 Writing and Writing Instruction 14 Theoretical Models of the Writing Process 14 Composition Research on the Stages of the Writing Process 18 Theoretical Models of Composition Instruction 20 Classroom Writing Instruction 24 Summary 31 Teacher Change 31 Models of Educational Change 31 Teacher Change as a Result of School- Based Innovation 34 The Concerns-Based Adoption Model . 37 Chapter Page Levels of Use of the Innovation 38 Stages of Concern about the Innovation. 40 The Rand Change Agent Study 43 Staff Development and Teacher Change . 45 Institutional Factors Supporting and Inhibiting Change 48 Teachers' Characteristics and Attitudes Toward Change 51 Chapter Summary 53 III PROCEDURES 55 Background 55 Conceptual Framework 56 Research Plan 58 The Summer Workshop 60 Data Collection 64 Phase One 64 Phase Two 64 Interviews 65 Phase Three 66 Data Analysis and Reduction 68 Chapter Summary 71 vi 9 Chapter Page IV INTRODUCING THE TEACHERS: THEIR REFLECTIONS ON TEACHING, LEARNING, AND WRITING 72 Mrs. A 73 Background 73 Beliefs about Teaching and Learning. 73 The Teacher as Writer 74 Memories of Writing Experiences . 74 View of Self as a Writer 76 Use of the Writing Process 76 Beliefs and Attitudes about Writing Instruction 76 Summary 77 Mrs. B 78 Background 78 Beliefs about Teaching and Learning. 79 The Teacher as Writer 80 Memories of Writing Experiences . 80 View of Self as a Writer 81 Use of the Process 81 Beliefs and Attitudes about Writing Instruction 82 Summary 83 vii 10 Chapter Page Mrs. C 84 Background 84 Beliefs about Teaching and Learning. 84 The Teacher as Writer 85 Memories of Writing Experiences . 85 View of Self as a Writer 86 Use of the Process 87 Beliefs and Attitudes about Writing Instruction 87 Summary., 88 Mrs. D 89 Background 89 Beliefs about Teaching and Learning. 90 The Teacher as Writer 91 Memories of Writing Experiences . 91 View of Self as a Writer 92 Use of the Process 92 Beli:¶s and Attitudes about Writing Instruction 92 Summary 93 Comparison of Subjects 94 Backgrounds 94 Teacher Beliefs and Attitudes 95 viii Chapter Page The Teacher as Writer f.)6 Memories of Writing Experiences . 96 View of Selves as Writers 96 Use of the Writing Process 97 Beliefs and Attitudes about Writing Instruction 97 Chapter Summary 99 V THE TEACHERS AS INNOVATION USERS 101 Introduction 101 Mrs. A 102 Implementing Process Wri .ng in the Classroom 102 Cla -,,00m Writing Context 102 Writing Tasks 102 Expressive Writing 102 Transactional Writing 104 Poetic Writing 104 Summary 104 Uses of Stages in the Process . 105 Pre-Writing 105 Drafting 106 Editing and Revising 106 Publishing 107 Summary 107 ix 1 0 Page Teacher Change 108 Instructional Changes 108 Affective Changes 109 Summary 110 External Influences Upon Implementation of Process Writing 110 Influence of the Building Administrator 110 Other Teachers 111 Locally and State Mandated Curricula 111 Student/Parental Response