THE IMPACT OF TEACHER EDUCATIONAL PHILOSOPHY ON INSTRUCTIONAL STRATEGIES FOR LITERACY AND STUDENT WRITING
Date
2019-12
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Abstract
This study in a large suburban school district in Southern California explored the
factors that influence instructional strategies related to evidence-based student writing
outcomes. Guided by evidence related to such factors as teacher demographics, teacher
educational philosophy, professional development and teacher perception of student writing outcomes, the researcher utilized a mixed-method research design to explore the association between such factors to inform instructional practices that aim to improve student outcomes for literacy development. Using multiple methods of data collection — surveys, and in-depth interviews, the researcher discussed the findings to recommend instructional practices that promote optimal student learning outcomes defined by the necessary skills to succeed in college, career, and beyond. The researcher discussed the importance of considering teacher educational philosophy, as well as implications for implementing instructional practices linked to teacher educational philosophy.
The overall findings of this study presented emerging themes to inspire future
research. The study highlighted the importance of instructional practices that involve teacher scaffolding techniques such as, outlines, chunking, teacher modeling, and gradual release of responsibility; the importance of structure as an essential element of strong disciplinary literacy in writing with a general emphasis on literacy across history and English teacher participants. In addition, the evidence revealed the importance of practice in order to show improvement in academic writing. The larger theme of exposure to Cooperative Student Conversations and Individual Student Inquiry strategies over time leads to improved student writing outcomes. Additionally, the interviewed teachers believe that successful teachers reflect upon their practice, continually learn from their mistakes, and are actively engaged in their own learning through collaboration with colleagues.