The Nature and Influence of Teacher-Student Discourse in Writing Conferences on Preadolescents' Revision Knowledge and Activity: A Collaborative Action Research Study

Janine Certo & Guofang Li, Project Directors
Erin Wibbens, Nicole Martin, Research Assistants

This study focuses on a professional development project that engages inservice teachers and their interns into how to conduct writing conferences with diverse students in the fourth and fifth grades. A particular focus of the project is how to help English Language Learners improve the quality of their writing. Teachers and interns will be investigating what kinds of writing instruction (and strategies in conferencing) improve students' revision knowledge and activity. The collaborative action research design includes analysis of teacher and student discourse in writing conferences, interviews with students and teachers, and examination of student work from early to final drafts.