Re-visiting the Reluctant Writer: Exploring the writing-composing behaviours of boys and girls in a Year Two class, contextualized through the use of pupil perspectives
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Authors
Hadley, Laura Catherine
Publication Date
2017-01-06Journal Title
Journal of Trainee Teacher Educational Research
ISSN
2043-8338
Publisher
Faculty of Education
Volume
8
Pages
293-328
Type
Article
Metadata
Show full item recordCitation
Hadley, L. C. (2017). Re-visiting the Reluctant Writer: Exploring the writing-composing behaviours of boys and girls in a Year Two class, contextualized through the use of pupil perspectives. Journal of Trainee Teacher Educational Research, 8 293-328. https://doi.org/10.17863/CAM.86183
Abstract
Disparities between the performance of boys and girls in school writing assessments continues to be a focus in current discourse (Alexander, 2016). Following on from an earlier study with Reception children (Hadley, 2015), this project sought to investigate the cognitive-behavioural implications for next-level boy and girl writers of the ‘multi-conscious manoeuvring of content and form’ involved in composition (Meek Spencer, 2001, p.10). Three boys and girls in a year two class were observed engaging in independent writing. Focus group discussions before and after this activity contextualized the children’s performances via ‘reflective conversation with the situation’ (Schön, 1983, p.77). Findings broadly suggested a lack of reluctance on the part of the boys who exhibited the ‘rapid-switcher’ writer-profile more commonly associated with the most successful writers (Jones, 2007). Transcriptional considerations were pre-eminent in the mindsets of all the writers with minimal negative impact on ideation for either gender.
Keywords
PGCE Primary, Education, Classroom, Year 2
Identifiers
This record's DOI: https://doi.org/10.17863/CAM.86183
This record's URL: https://www.repository.cam.ac.uk/handle/1810/338774
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