K-12 Writing Teachers’ Careerspan Development: Participatory Pedagogical Content Knowledge of Writing

This narrative grounded theory study examines 19 US K–12 teachers’ development of pedagogical content knowledge of writing (PCKW) across their careers. Building on writing pedagogies and career cycle theories, we invited writing teachers to tell stories of critical experiences that contributed to their development. Findings indicate that teachers’ understanding of writing, being writers, and teaching writers were propelled by various critical experiences--both personal and professional. Our model shows that these experiences prompted teachers to engage in participatory PCKW to cultivate development. Implications are that writing teachers need communities of practice, mentors, and ongoing participatory engagements to sustain process pedagogies

A Study of Factors in HIPAA Non Complaint Behavior

The 1996 Health Insurance Portability and Accountability Act (HIPAA) implemented safeguards to regulate the use and disclosure of personal health information. Even though the number of data breaches has declined, the number of affected individuals and total losses have increased. Trusted insiders are an emerging threat because they have access to systems, administrative privileges, and skills to disclose health information for monetary benefit. This study used economics of crime literature and expected utility theory to model the relationships between risk aversion, risk perception, HIPAA knowledge and intention of violating HIPAA. We also examine the influence of gender and narcissism on risk aversion. A scenario-based survey design was used to examine the structural model. We find risk-aversion and HIPAA knowledge increase the perception of getting caught. This will in turn, affect the incentive amounts required to violate HIPAA regulations. Females are found to be more risk-averse than males. Interestingly, individuals rated high on the narcissism scale are more risk-averse. Contributions to the extant economics of crime and risk bodies of literature as well as practical implications are discussed

A National Study of Exemplary Writing Methods Instructors’ Course Assignments

In response to the dearth of research on K to 6 teacher preparation for teaching writing, we investigated writing methods course instructors’ course assignments. Participants’ courses met the following criteria: (a) Courses taken by undergraduate elementary teacher candidates; (b) Writing methods courses; (c) Use of exemplary writing instructional practices; and (d) Direct writing instruction with field application opportunities. Cross-case analysis revealed that despite vastly different teacher preparation programs and contexts, assignments were highly similar and focused on developing the candidates’ self as writer or on becoming a teacher of writing. Assignments highlighted in the findings illuminate how exemplary writing methods course instructors support candidates’ development and may be applied to programs seeking to create or to strengthen a writing methods course. Future directions for research are explored