Morehead State University
The Power of One-On-One Writing Conferences with Elementary School Students
Grade Level at Time of Presentation
Sophomore
Major
Art
Minor
Creative Writing
Institution 24-25
Morehead State University
KY House District #
5
KY Senate District #
5
Faculty Advisor/ Mentor
Dr. Gera Nelson
Department
Teacher Education
Abstract
This research project seeks to explore the efficacy of one-on-one writing conferences conducted by pre-service teachers in elevating the writing skills of P-5 students. Effective writing instruction is crucial for academic success and fostering communication abilities. However, many teachers may lack strategies or confidence in providing personalized writing support. This study investigated how pre-service teachers' experiences with one-on-one writing conferences during their field placements influence their approaches to teaching writing and impact the writing skills development of P-5 students.
This study used qualitative research methods such as surveys and observations to document pre-service teachers' perceptions, strategies, and experiences with one-on-one writing conferences. A cohort of pre-service teachers followed through their field experiences and engaged in writing conferences with P-5 students. Their perceptions and experiences form the basis of the study. Thematic analysis was employed to identify emerging themes and patterns in pre-service teachers' instructional approaches before and after participating in one-on-one conferences with students. The study provided insight into the impact of conferencing on teachers regarding literacy instructional best practices.
The Power of One-On-One Writing Conferences with Elementary School Students
This research project seeks to explore the efficacy of one-on-one writing conferences conducted by pre-service teachers in elevating the writing skills of P-5 students. Effective writing instruction is crucial for academic success and fostering communication abilities. However, many teachers may lack strategies or confidence in providing personalized writing support. This study investigated how pre-service teachers' experiences with one-on-one writing conferences during their field placements influence their approaches to teaching writing and impact the writing skills development of P-5 students.
This study used qualitative research methods such as surveys and observations to document pre-service teachers' perceptions, strategies, and experiences with one-on-one writing conferences. A cohort of pre-service teachers followed through their field experiences and engaged in writing conferences with P-5 students. Their perceptions and experiences form the basis of the study. Thematic analysis was employed to identify emerging themes and patterns in pre-service teachers' instructional approaches before and after participating in one-on-one conferences with students. The study provided insight into the impact of conferencing on teachers regarding literacy instructional best practices.