Teachers as writers: a systematic review

This paper is a critical literature review of empirical work from 1990-2015 on teachers as writers. It interrogates the evidence on teachers’ attitudes to writing, their sense of themselves as writers and the potential impact of teacher writing on pedagogy or student outcomes in writing. The methodology was carried out in four stages. Firstly, educational databases keyword searches located 438 papers. Secondly, initial screening identified 159 for further scrutiny, 43 of which were found to specifically address teachers’ writing identities and practices. Thirdly, these sources were screened further using inclusion/exclusion criteria. Fourthly, the 22 papers judged to satisfy the criteria were subject to in-depth analysis and synthesis. The findings reveal that the evidence base in relation to teachers as writers is not strong, particularly with regard to the impact of teachers’ writing on student outcomes. The review indicates that teachers have narrow conceptions of what counts as writing and being a writer and that multiple tensions exist, relating to low self-confidence, negative writing histories, and the challenge of composing and enacting teacher and writer positions in school. However, initial training and professional development programmes do appear to afford opportunities for reformulation of attitudes and sense of self as writer

Navigating 'the pit of doom': Affective responses to teaching 'grammar'

publication-status: Publishedtypes: ArticleThis article presents the outcomes of a study investigating current secondary English teachers' beliefs about grammar teaching, and illustrates the salience of teachers' emotional response to the issue. Interviews with 31 teachers reveal two discourses which frame the ways in which teachers express their feelings: a dominant discourse of grammar as threatening, reactionary and dull, and an oppositional discourse which positions grammar as inspiring, fascinating, and empowering. The influence of these discourses on practice is explored, along with examples of how attitudes can change as a result of participation in a research project. © 2012 National Association for the Teaching of English

The Nature of Knowledge in Composition and Literary Understanding: The Question of Specificity

↵PETER SMAGORINSKY is Assistant Professor, College of Education, University of Oklahoma, 820 Van Vleet Oval, Norman, OK 73019-0. He specializes in classroom literacy.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Social Work Theories and Practice with Battered Women: A Conflict-of-Values Analysis

In the 1970s, wife abuse became a concern of sociologists, feminists, and family theorists. The new perspectives they brought to the problem, which focused more on social factors than on individual pathology, challenged social workers to examine how their practice and assumptions perpetuated the problem. This article investigates how the social work literature has been affected by new theories of domestic violence and analyzes the impact that these theories have had on practice with battered women.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/67024/2/10.1177_088610998700200205.pd

Exploring children's discourses of writing

This article reports on a study which was part of a two year writing project undertaken by a University in South East England with 17 primary schools. A survey sought the views of up to 565 children on the subject of writing. The analysis utilises Ivanič's (2004) discourses of writing framework as a heuristic and so provides a unique lens for a new understanding of children's ideological perspectives on writing and learning how to write. This study shows the development of learned or acquired skills and compliance discourses by the participating children within which accuracy and correctness overrides many other considerations for the use of the written word

Co-creation with Companies: A Means to Enhance Societal Impact of University Researchers?

In this chapter, we explore co-creation as a form of societal interaction of science. We approach co-creation as a goal-oriented form of dynamic interaction aiming at mutual benefit of all parties. As such, we exclude technology transfer and other linear societal interaction forms that follow a closed-model innovation format. We argue that focusing solely on tapping the needs of researchers and ‘pure’ science would lead to ignoring the broader context in which researchers work. An excessive focus on meeting the needs of external stakeholders could jeopardize the preconditions of science. Hence, this chapter explores how researcher-company co-creation can be nurtured in a heavily institutionalized setting, where established rules govern the process of knowledge production and protect research integrity. The co-creation process is analyzed by combining Nonaka’s SECI model and Strober’s interdisciplinary interaction model for knowledge creation. We find that the core of this process lies facilitated dialogue, which is seen as open knowledge sharing between equal participants