Writing Groups in Teacher Education: A Method to Increase Scholarly ProductivityReport as inadecuate




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SRATE Journal, v22 n1 p29-35 Fall-Win 2012

Writing groups have been used in a variety of academic disciplines to support and encourage faculty in their scholarly endeavors. This article gives an overview of the impact a writing group within a Teacher Education department at a teaching institution had on scholarly output over a two year period. The structure of the writing group is shared along with how it might benefit other departments in other institutions interested in increasing scholarly productivity. Benefits of the writing group for the faculty participants included: accountability, structure, collaboration, motivation, and an increase in scholarly productivity. (Contains 2 tables.)

Descriptors: Productivity, College Faculty, Scholarship, Group Activities, Group Dynamics, Teamwork, Process Approach (Writing), Collaborative Writing, Teacher Education Curriculum, Teacher Education Programs, Educational Strategies, Communities of Practice, Change Strategies

Southeastern Regional Association of Teacher Educators. Web site: http://www.sratejournal.org





Author: Page, C. Steven; Edwards, Susan; Wilson, Judi H.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=235&id=EJ995171







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