Franks, Joshua;
(2020)
The writing or the writer: What is the priority for a teacher of writing in English primary schools?
Doctoral thesis (Ph.D), UCL (University College London).
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Abstract
This thesis explores the nature of the relationship between the self-determination of a teacher and the development of competent young writers - specifically in the development of individual writer voice - in English primary schools. The thesis explores the notion that a discourse influenced by high-stakes assessment and by political scrutiny and interference has led to a narrowing of the curriculum and that this has militated against the development of self-determined writers. The notion that teachers high in self-determination can create the conditions for self-determined writers to develop and to find their individual voice in writing is explored. Survey scores for self-perceived autonomy and self-perceived competence were collected for 687 Year 5 children (9-10 years old) and their 27 teachers. Teachers’ scores were later placed into a quadrant of self-perceived competence and self-perceived autonomy with 4 teachers from the original sample – classified as high or low in self-perceived competence and autonomy - then interviewed to explore the nature of their perceptions and to provide fresh perspectives. Children had also completed a writing sample at the start and end of the school year that was measured for transcription, composition and individual authorial voice. As an analysis of survey scores, alone, had failed to show a relationship between teacher and child self-determination, a second stage of the study generated three research questions to explore the perspectives of teachers and to analyse writing samples for individual voice. Results are discussed in relation to the implication for the support of teachers and children in the specific domain of writing in English primary schools.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ph.D |
| Title: | The writing or the writer: What is the priority for a teacher of writing in English primary schools? |
| Event: | UCL (University College London) |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2020. Original content in this thesis is licensed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) Licence (https://creativecommons.org/licenses/by/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10100443 |
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