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Stepping into the Role of Professional Writer
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Author(s): Christine Aikens Wolfe (Carlow University, USA), Cheryl North-Coleman (University of Maryland, Baltimore County, USA), Shari Wallis Williams (University of Arkansas Little Rock, USA), Denise Amos (University of Louisville, USA), Glorianne Bradshaw (Valley Elementary School, USA)and Toby Emert (Agnes Scott College, USA)
Copyright: 2009
Pages: 11
Source title:
Handbook of Research on Electronic Collaboration and Organizational Synergy
Source Author(s)/Editor(s): Janet Salmons (Vision2lead, Inc. and Capella University, USA)and Lynn Wilson (SeaTrust Institute, USA)
DOI: 10.4018/978-1-60566-106-3.ch017
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Abstract
A group of National Writing Project teachers from around the nation attended a Professional Writing Retreat in Santa Fe in 2004 and continued their collaboration. This chapter examines the progress of the group’s commitment to communicate by electronic means about writing about teaching. Teachers from the experimental group, those who answered the call to examine their continued involvement with the group, provide qualitative research narratives about how each responds as they help one another to step into the role of professional writer. Statistics gathered from both the experimental and a control group of teachers (who attended the same retreat but did not answer the survey) allow the reader to chart the teachers’ success in: (a) presenting together about being professional writers, (b) writing together as professional writers, (c) writing individually about teacher-practice, and (d) meeting at the National Writing Project’s Annual Meeting in order to continue to support each other’s work.
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