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Teachers who Teach Writing: A Multi-site Case Study Investigation of the Writing Instruction Practices of Primary School Language Arts Teachers in St. Vincent and the Grenadines.

Improving Learning Strategies in Education

Discussant Information

Dr. Fongkong Mungal

Author Information:

S. Marise Butler
Division of Teacher Education St. Vincent and the Grenadines Community College
smarisebutler@gmail.com

Presentation Information:

Presentation #: 3
Date: 1st June, 2015
Time: 1:30 pm - 3:00 pm
Location: CHRISTOPHER

Abstract:

While much emphasis has been placed on reading instruction, research shows the importance of writing both as an indicator of students? academic success and a necessity in the world of work. ?Research has also provided an array of best instructional and learning strategies in writing skill acquisition. The purpose of this research was to explore the teaching practices of primary school teachers who teach writing in St. Vincent and the Grenadines. The multi site case study spanned four schools in St. Vincent and the Grenadines, representing four major geographical zones and varying student population sizes. ?The practices of ten primary school teachers, who varied in gender, age, experience and training, were observed. ?Data were collected over a period of twelve weeks through the use of observational check lists, field notes and interviews. The collection of data revolved around four research questions: ?1. ?What are the writing instruction practices of primary school teachers in St. Vincent and the Grenadines? ?2. ?How are these practices delivered by those teachers? 3. ?What are the factors which influence teachers? practices and??4. ?What are the challenges faced by those teachers in the delivery and implication of their practices??Findings indicate that that teachers utilize a combination of traditional skill based practices and process orientation practices. The factors which influenced the writing instruction practices of the ten teachers observed and the challenges faced by teachers in the execution of those practices are also presented. In addition, implications of these findings for ?policy and teacher education are discussed.