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Case Study of Instructional Leadership in Two South Louisiana Schools: Insight on the Development of Teachers in K-2 Writing
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.
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