Writing in the Content Areas: Changing Teacher Perceptions with Professional Development

Abstract

This research examined the impact of writing professional development and implementation on content area teachers’ pedagogical practices. Data were collected through a survey instrument and teacher reflection questionnaires for qualitative and quantitative results. Teacher participants were employees at a rural public charter high school in North Carolina. Per analysis of the data, it was determined that teacher attitude toward writing as a mode of learning was positively affected by the sustained writing professional development and implementation.