Ellen Ballock|Vicki McQuitty|Scot McNary
An Exploration of Professional Knowledge Needed for Reading and Responding to Student Writing
Gordon College|Towson University|Towson University
study explored knowledge elementary teachers need one core practice reading responding students writing fortyfive preservice teachers read responded elementary students narrative writing sample using teacher noticing framework first decomposed practice five components indicative differences teachers attention writing features reasoning features suggested responses used multiple correspondence analyses investigate potential underlying relationships among components developed cases highlight one underlying relationship found findings indicate reading responding draws upon teachers pedagogical content knowledge specifically draws knowledge content students knowledge content teaching