Search results for: Hoffman James

The study focused on the insights preservice teachers gained from working closely beside one emergent writer. The authors report on six focus cases and identify five cross-case themes—describing preservice teachers who (a) approached young children’s efforts to compose texts with deep appreciation regardless of the child’s level of development; (b) deeply valued the time spent near a young writer and described their own learning as emanating both from the writer and the writing; (c) gained an understanding of how literacy emerges/develops, and made efforts to take up the discourse of literacy teachers; (d) talked sensitively about the importance of their teaching moves—the “just right” invitations or steps that enabled children to take risks; and (e) valued the purposeful writing that emanated from children’s interests and lives and motivated them to write.