Use this URL to cite or link to this record in EThOS:
Title: The writing or the writer : what is the priority for a teacher of writing in English primary schools?
Author: Franks, Joshua
ISNI:       0000 0004 9359 3385
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2020
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Please try the link below.
Access from Institution:
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.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available