There is a conceptual world surrounding writing in schools, and we are conditioned to a particular language about composition and literacy. This study seeks to interrogate the terms composition and literacy at the level of the classroom: to ask what is meant when it is invoked and what it means to the teachers who teach it. The central question of…

Analyzes teachers' conceptual maps of literacy teaching as the preliminary phase of a research program aimed at describing and enhancing pupils' functional use of literacy across the curriculum. Notes similarities and contrasts between the views of primary and secondary teachers. Finds that teachers have complex models of literacy and do not…

Reviews feminist critiques of philosophy and science, and suggests how they may relate to attitudes about the teaching of writing found among academics--humanists as well as scientists--and to the teaching of writing in colleges and universities. Suggests that taking notice of this material will help bring writing courses closer to what takes…

Surveys faculty attitudes toward the writing center at the Indiana University of Pennsylvania to identify ways the writing center could mediate opposing perspectives about priorities and practices in teaching writing. Finds that the writing center is satisfying most instructors' expectations and that its approach to teaching writing is congruent…

A study examined faculty attitudes toward writing across the curriculum. In a pilot study, 80 full-time faculty at Elizabethtown College responded to the 35-question survey (for a response rate of 67%). Although Elizabethtown College had recently approved a new core curriculum that called for more writing across the curriculum, the administration…

Explores the differences in the author's life between when she was a writer who taught and a teacher who writes. Explains that when she was a teaching writer, she wanted to shock, surprise, and astound students immediately with the potential of language. Concludes that as a classroom teacher, her goals are reached more slowly. (PM)

Examines faculty attitudes toward student writing. Finds a number of positive changes in faculty attitudes about writing after the implementation of an interdisciplinary program designed to improve students' communication skills. (RS)

Discusses how a high school writing teacher became increasingly aware of her own writing processes and attitudes toward writing. Reflects on what makes writing worthwhile for her, what prompts her to write, and what part revision plays in her writing. Notes that becoming a reflective writer has changed the way she teaches writing. (RS)

Argues that faculty writing groups are the single most effective way to change faculty attitudes about writing and to build support for writing across the curriculum. Discusses challenges facing colleges or universities that decide to develop a writing program across the disciplines. (RS)

Finds that major differences of opinion exist between students and teachers with regard to the report-writing process. Notes classroom strategies that create congruent perceptions of the task. (SR)

Presents an analysis of teachers' perceptions of themselves as writers with the goal of understanding how teachers' writing ability affects their work and qualifications as writing instructors. Places 32 teachers participating in a 3-day inservice writing workshop into 3 separate "identity concepts" (categories) and a fourth miscellaneous group.…

Investigates validity and reliability of a teacher efficacy instrument designed specifically for the area of writing. Notes a factor analysis yielded two dimensions, and that both factors were reliable and only slightly correlated with each other. Finds reported classroom practices of high- and low-efficacy teachers differed, and that variation in…

This paper examines a program that teaches writing skills to students in an administration-preparation program. The program is broadly aimed at strengthening writing instruction and raising the level of writing competency among students in all departmental programs. The examination focuses on gaining a better understanding of the faculty's views…

Notes that the move from writing privately to writing professionally can be daunting. Suggests that various kinds of sharing, group interaction, and feedback from colleagues can ease the transition from private to public writing. (SR)

This study examines 240 preschool teachers' self-reported literacy beliefs and practices. Participants taught three- and four-year-olds in publicly funded preschools that are part of the Virginia Preschool Initiative program. Teachers completed a Preschool Literacy Practices Checklist that asked about their beliefs and practices regarding…