Knowledge Discussion Essay

When I initially began my program of study in literacy, I was unaware of the connections
I would be able to make between coursework and my current career. Now, after completing my
first semester of coursework, I can understand the relevance of learning about the early
philosophers and how their thinking has influenced current educational programs and policy. I
now realize how paradigm shifts occur and can affect instructional practices.
In EDUC 800: Ways of Knowing, For my term paper I chose to write about intuition as a
different way of knowing since there is the belief that teachers need to be intuitive. From my
research I realized I am more rational and metacognitive than intuitive (EDUC 800 Intuition). In
EDRS 810: Problems and Methods in Educational Research, I was introduced to different types
of research and epistemological approaches. I learned how to decide which method of research is
appropriate in a study. As I began my research perusing through data bases, I found out what
was meant by gap spotting. Research in my area of interest is scare. This made me realize I need
to keep forging ahead. I discovered that I enjoy qualitative research since I want to know
reasons and explanations for questions that numbers alone cant provide. However, if I decide to
conduct experimental research comparing the influence of emergent writing of Native English
Speakers (NES) and ELLs in reading achievement, quantitative research may be my preferred
method.
In EDRS 810, I learned how to analyze research, test validity, ethics, and researcher bias.
It was also my first time writing a literature review as part of a research paper. I also completed
CITI training. I wrote two papers: a quantitative intervention study and a qualitative study, both
concerning my interest in writing with ELLs (EDRS 810 Writing Workshop Pedagogical ; EDRS

810 Writing Workshop Intervention). My final presentation was a poster presentation at the end
of the semester. Presenting to classmates was beneficial and served to prepare me for a doctoral
forum poster presentation at the TESOL conference in Toronto later that March. (TESOL PPT)
In EDRD 812, I learned more about qualitative research, particularly ethnographic
studies and how to conduct interviews, collect data, transcribe interviews, find common themes,
code information, as well as how to write a research proposal. I learned how to be reflective in
my thinking and learning as I wrote about my goals and class readings in various research
memos.
For my qualitative research project, I chose to interview colleagues at my school
concerning writing with ELLs. I composed a survey to find out which teachers were
implementing writing workshop in grades K-2. Then I collected data through actual interviews. I
had the opportunity to learn how to code by themes. Transcribing proved to be a challenge,
however it taught me the importance of staying organized and coding by themes. The experience
afforded me the opportunity to begin exploring the protocol for qualitative research and the
processes involved. From my data, results showed that many teachers who implemented writing
workshop valued its contribution to student learning. In addition, although teachers found it
rewarding, it was not without challenges (EDRS 812 Final; EDRS 812 PPT). Through my
project I realized I may want to conduct qualitative research on teachers attitudes and writing
with ELLs on a larger scale.
In EDRD 829: Advanced Foundation of Literacy Education I read research on
foundational theory, research and methodology in literacy. Through the readings and lectures it
was interesting to learn of the history and theories in literacy and how they affect current trends

today. During that class, I chose to write about the historical and theoretical perspective of
writing workshop for my final project. I discovered through my research how influential both
Bruner and Vygotsky were with their social-constructivist and socio-cultural theories
respectively. I learned that research on emergent writing has grown since the early 1970s,
however, the research on writing with ELLs is in its infancy. (EDRD 829 Final EDRD 829
PPT) In my readings I learned to appreciate the seminal works of researchers, to know how and
why theories develop, and how they influence our thinking as researchers and practitioners.
In EDRD 830 Theory, Research, and Practice in Early Literacy I learned the theories of
emergent literacy and how these theories influence educational practice. This class provided me
with information on seminal readings in literacy research, current research in literacy, and how
such research affects educational practice and policy. This enabled me to share with my
colleagues information regarding literacy acquisition and methodologies to help guide their
instructional practice. The class readings and discussions provided me with the knowledge and
confidence to present at conferences as well.
Learning how to write critiques and analyze studies is new to me and something I will
need to work at as is writing literature reviews. I am still learning APA format. My final project
was a paper on what research has to say about writing workshop as an effective practice for
promoting literacy among ELLs. Again, I chose writing with ELLs as my main area of interest.
Each paper I write is a continuation of the research I find and the knowledge I learn (EDRD 830
Final).
For one of my secondary courses I decided to take EDRD 797 Working in Schools:
Spanning Boundaries/Expanding Roles since I am a teacher, mentor, clinical faculty, and site

facilitator for the GMU education interns. Since teacher education is my secondary I felt this
course would be beneficial in learning more about the professional standards, dispositions, and
policies in preparing future educators. In my first caselet I questioned how this partnership could
be communicated to administration for the good of our school, our teachers, and especially, our
students. Through the course readings and discussions and learning about the CAEP standards I
now have an answer. This class allowed me to use my own teaching experiences together with
the research to share my thoughts and passion for teaching and learning with others. I now have a
better understanding of what my interns need to be successful in their teacher preparation
program as well as my responsibility in this endeavor (EDUC 790 Caselet 1; EDUC 797 Caselet
3).