| Students in one southern US state take writing assessments in Grades 3, 5, 8, and 11 to establish proficiency in written expression. In 2010, 27% of the 5th grade students in the state, and 19% of the 5th grade students locally, were unable to meet the state requirements for writing. The outcome of this study will inform the development of a comprehensive writing curriculum at a school in one school district. In this descriptive qualitative case study, using a constructivist paradigm, six first grade teachers who volunteered to participate were observed teaching writing lessons, interviewed, and then participated in a focus group discussion. The questions focused on the investigation of constructivism and emergent learners; authentic, functional, writing strategies; and first grade writing strategies teachers utilize in the classroom. Data were analyzed within and cross-case to discover overlapping themes that allowed insight into understanding how participants taught writing to emergent learners. The data were triangulated and analyzed according to each research question by the researcher and two peer reviewers. Results revealed a significant increase in the quality, depth, emotion, and vocabulary of student writing when the writing personally engaged the student. The implications for social change included informing the development of a writing curriculum, emphasizing the importance of collegial planning, sharing professional pedagogy, and advancing instruction that impacts professional and student development. |
