'I get all my ideas from the tree': investigating elementary students’ views as reflexive writers

Khosronejad, M. and Ryan, M. and Barton, G. ORCID: https://orcid.org/0000-0003-2703-238X and Kervin, L. (2021) 'I get all my ideas from the tree': investigating elementary students’ views as reflexive writers. Research Papers in Education. pp. 1-23. ISSN 0267-1522


Abstract

Despite the importance of writing skills to school and life success, there is scant research into the enabling and constraining conditions that shape elementary students’ views about their writing practices. This paper examines students’ views about writing through the lens of reflexivity theory. Applying an explanatory sequential model of mixed-method design, it first describes the development of a self-report questionnaire to investigate the views of 570 elementary students about themselves as writers. Second, it draws on semi-structured interviews with 46 students across Years 3 to 6. The results show that the majority of students see themselves as autonomous and meta-reflexive writers. In addition, results indicate time, teacher pedagogy and the place to practice writing as contextual conditions experienced by learners and place an emphasis on the personal conditions such as students’ lack of confidence, persistence and ideas. We discuss implications for further practice in elementary schools.


Statistics for USQ ePrint 42860
Statistics for this ePrint Item
Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 04 Aug 2021 23:49
Last Modified: 29 Oct 2021 00:19
Uncontrolled Keywords: Elementary students; learner views; reflexivity theory; writing
Fields of Research (2008): 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
Identification Number or DOI: https://doi.org/10.1080/02671522.2021.1961299
URI: http://eprints.usq.edu.au/id/eprint/42860

Actions (login required)

View Item Archive Repository Staff Only