Elementary Teachers' Perceptions of Process Writing

Abstract

The purpose of this survey was to describe how 112 K–6 Utah teachers perceived process writing. Teachers reported valuing all aspects of writing more than using them. In general, they valued responding to student needs, daily writing, and process writing, and reported incorporating them in their classes. Conversely, they did not value commercial writing programs, dictation, or technology, and reported seldom using them. Older teachers valued and used spelling and English language conventions more than younger teachers. Teachers with more years of teaching experience reported emphasizing mechanics of writing more frequently than those with fewer. Surveyed teachers rated themselves as slightly above-average writers. Teachers' greatest reported influences were experiences with professional development, mentors, and college/high school courses. University methods courses were rated very low.