With the adoption of the Common Core Standards
and a renewed emphasis on critical and higher-order
thinking skills, exploring the relationship among writing
development, self-efficacy beliefs, perseverance, and effort
has become essential. The nature of writing workshop not
only lends itself to differentiation among students but also
provides opportunities to explore authentic texts and tasks.
The purpose of this qualitative, multicase study was to
explore the development of kindergarten writers within a
writing workshop. Research questions focused on writer
identity, writing self-efficacy, and growth as kindergarten
writers. The participants, two female and one male, were
randomly chosen for this study and attended an all-day,
3-days per-week kindergarten program at a public school in
the upper Midwest. Student writing interviews, videotaped
student–teacher conferences, and student written work
served as data sources. The writing workshop framework
provided a learning environment that was conducive to the
formation of the three children’s writing identities. As
students engaged in writing mini-lessons, text inquiries,
writing, and sharing writing with peers, student writing
stamina and engagement increased. Students utilized
techniques and strategies of published writers. Students
adopted these qualities in their views of themselves as
writers. Suggestions for future research included exploring
writing self-efficacy in relation to everyday kindergarten
experiences, allowing for sharing and feedback, and
addressing the ways in which writing workshop might
provide for authentic and rigorous instruction and tasks in
kindergarten classrooms.

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Perpustakaan FITK Pusat

Tersedia

• ‘I Wish We Could Make Books All Day!’ An Observational Study of Kindergarten Children During Writing Workshop

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