Case study of instructional leadership in two south louisiana schools: Insight on the development of teachers in K-2 writing
Document Type
Article
Publication Date
10-11-2023
Abstract
The authors employed a multiple case study to examine the degree to which teachers' capacity to teach writing was further developed in the beginning years of teaching. An overarching question examined how pre-service and in-service teacher training in writing impacted pedagogical knowledge and instruction. This was supported by three sub questions which examined pre-service programs, implementation of writing in K-2 classrooms and support from in-service development. The results of the study included participants' lack of teacher preparation in writing and limited use of evidence-based instructional practices due to a prioritization of reading and limited pedagogical knowledge of writing. Implications for practice included implementing evidence-based instructional practices in literacy courses, providing development for in-service teachers, and developing instructional leaders in developing teachers' pedagogical knowledge and understanding of evidence-based instructional practices.
Publication Source (Journal or Book title)
Instructional Leadership Efforts and Evidence-Based Practices to Improve Writing Instruction
First Page
154
Last Page
187
Recommended Citation
Rueter, D., & Dowell, M. (2023). Case study of instructional leadership in two south louisiana schools: Insight on the development of teachers in K-2 writing. Instructional Leadership Efforts and Evidence-Based Practices to Improve Writing Instruction, 154-187. https://doi.org/10.4018/978-1-6684-8661-0.ch007