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- W199003525 abstract "SIX MIDDLE SCHOOL ENGLISH LANGUAGE ARTS TEACHERS’ BELIEFS ABOUT GRAMMAR AND THEIR TEACHING OF GRAMMAR WHILE PARTICIPATING IN A PROFESSIONAL LEARNING COMMUNITY by Ellah Sue McClure Historically, English language arts educators have strongly disagreed about the role of grammar instruction in students’ literacy development (Weaver, 1996; Mulroy, 2003), and despite the importance of teachers’ beliefs and the continuing controversy over grammar instruction, few studies have explored teachers’ beliefs about the role of grammar instruction in English language arts education. The purpose of this qualitative, interpretive research was to investigate six middle school English language arts teachers’ beliefs and practices related to grammar and the teaching of grammar. Social constructivism (Fosnot & Perry, 2005) and phenomenology (Schutz, 1967; Seidman, 1998) served as theoretical frameworks for the study. Four questions guided the research: (1) What are teachers’ definitions of “grammar” as related to the teaching of English language arts? (2) What are teachers’ beliefs about “grammar” and the teaching of grammar in English language arts? (3) What are teachers’ reported sources of knowledge for grammar and the teaching of grammar in English language arts? (4) How does a professional development course on grammar instruction influence teachers’" @default.
- W199003525 created "2016-06-24" @default.
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- W199003525 date "2007-01-01" @default.
- W199003525 modified "2023-09-27" @default.
- W199003525 title "Six Middle School Language Arts Teachers' Beliefs about Grammar and their Teaching of Grammar while Participating in a Professional Learning Community" @default.
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