Early childhood teachers' writing beliefs and practices.

This study examined the early writing beliefs, ideas, and practices of 54 early childhood teachers. Teachers completed a survey designed to examine their early writing beliefs and provided definitions about early writing development through a written response. Teachers were also observed in their classrooms and writing practices were coded for instructional strategy employed by the teacher (i.e., modeling and scaffolding approaches) and the instructional focus of these interactions with attention to early writing skill. Teachers' definitions of writing often emphasized specific writing skills, with most teachers emphasizing handwriting. Teachers were observed enacting a range of modeling and scaffolding practices to support early writing, but the majority of interactions focused on handwriting supports. Teachers' definitions of writing and their responses to the teacher belief survey were unrelated to each other, but differentially related to writing skills emphasized in interactions with children. Teachers who identified more than one writing component in their definition were more likely to enact practices to support children's writing concept knowledge, while teachers who espoused more developmentally appropriate early writing beliefs on the survey were more likely to engage children in spelling focused interactions. Findings have implications for the study of teachers' beliefs about writing as well as the need for professional learning supports for preschool teachers.

Das Meer beschreiben: Schriftlichkeitspraktiken der Masters der Royal Navy im langen 18. Jahrhundert.

Describing the Seas: Writing Practices of the Masters of the Royal Navy in the Long Eighteenth Century. The masters (that is, navigating officers) of the Royal Navy in the long eighteenth century are usually associated more with practical knowledge and experience than with an involvement with learned or 'book' knowledge. However, their professional practices were based to a high degree on the usage and production of texts. This article examines how literary practices shaped the production of hydrographic knowledge by masters, in how far these practices resembled those of learned culture at the time, and how masters employed them to gain access to the scientific community.

Proceso de reflexividad en un contexto de privación de libertad de adolescentes mujeres / Processo de reflexividade em um contexto de privação de liberdade de mulheres adolescentes / Reflexivity process in the incarceration of teenage girls

A través del presente artículo, reflexionamos acerca de algunos acontecimientos, hallazgos e itinerarios del trabajo de campo de tesis doctoral que realizamos en el Sistema Penal Juvenil Uruguayo (SPJU), más específicamente en el escenario institucional de las adolescentes mujeres que cumplen una medida judicial en régimen de encierro. Discutimos acerca de las singularidades teórico-metodológicas de un proyecto de investigación, donde la relación de la investigadora-adolescentes es centro del debate. Analizamos un caso, "Lucrecia", para ilustrar la discusión en torno a la escritura y la reflexividad, así como la perspectiva de género en el marco del SPJU. Finalmente, nos preguntamos por el proceso de reflexividad en la investigación cualitativa y su relevancia vinculada a las posibilidades de análisis del vínculo investigador/a-participantes en investigaciones realizadas en contexto de encierro.(AU)

Através deste artigo, refletimos sobre alguns eventos, resultados e itinerários do trabalho de campo para tese de doutorado realizado no Sistema Penal Juvenil Uruguaio (SPJU), mais especificamente no contexto institucional de mulheres adolescentes que cumprem uma decisão judicial em regime de confinamento. Discutimos as peculiaridades teóricas e metodológicas de um projeto de pesquisa, em que a relação pesquisadora-adolescentes de pesquisa é o centro do debate. Analisamos um caso, "Lucrecia" para ilustrar a discussão sobre a escrita e a reflexividade, bem como a perspectiva de gênero sob o SPJU. Finalmente, nos questionamos sobre o processo de reflexividade na pesquisa qualitativa e sua relevância relacionada às possibilidades de análise do vínculo pesquisador/a - participantes na pesquisa realizada em contexto de confinamento.(AU)

Through this article, we reflect on certain events, results and itineraries of the fieldwork of Phd thesis produced in the Juvenile Justice System of Uruguay, more specifically in the institutional setting of teenage women serving a confinement sentence. We discussed the theoretical and methodological peculiarities of a research project, where the relationship between the researcher-teenager is focused. We analyze a case, "Lucrecia" to illustrate the discussion of writing and reflexivity, as well as the gender perspective under the SPJU. Finally, we asked for the process of reflexivity in qualitative research and its relevance related to the potential for the analysis of the linkage between researcher/participants in research conducted in context of confinement.(AU)

Proceso de reflexividad en un contexto de privación de libertad de adolescentes mujeres / Processo de reflexividade em um contexto de privação de liberdade de mulheres adolescentes / Reflexivity process in the incarceration of teenage girls

A través del presente artículo, reflexionamos acerca de algunos acontecimientos, hallazgos e itinerarios del trabajo de campo de tesis doctoral que realizamos en el Sistema Penal Juvenil Uruguayo (SPJU), más específicamente en el escenario institucional de las adolescentes mujeres que cumplen una medida judicial en régimen de encierro. Discutimos acerca de las singularidades teórico-metodológicas de un proyecto de investigación, donde la relación de la investigadora-adolescentes es centro del debate. Analizamos un caso, "Lucrecia", para ilustrar la discusión en torno a la escritura y la reflexividad, así como la perspectiva de género en el marco del SPJU. Finalmente, nos preguntamos por el proceso de reflexividad en la investigación cualitativa y su relevancia vinculada a las posibilidades de análisis del vínculo investigador/a-participantes en investigaciones realizadas en contexto de encierro...

Através deste artigo, refletimos sobre alguns eventos, resultados e itinerários do trabalho de campo para tese de doutorado realizado no Sistema Penal Juvenil Uruguaio (SPJU), mais especificamente no contexto institucional de mulheres adolescentes que cumprem uma decisão judicial em regime de confinamento. Discutimos as peculiaridades teóricas e metodológicas de um projeto de pesquisa, em que a relação pesquisadora-adolescentes de pesquisa é o centro do debate. Analisamos um caso, "Lucrecia" para ilustrar a discussão sobre a escrita e a reflexividade, bem como a perspectiva de gênero sob o SPJU. Finalmente, nos questionamos sobre o processo de reflexividade na pesquisa qualitativa e sua relevância relacionada às possibilidades de análise do vínculo pesquisador/a - participantes na pesquisa realizada em contexto de confinamento...

Through this article, we reflect on certain events, results and itineraries of the fieldwork of Phd thesis produced in the Juvenile Justice System of Uruguay, more specifically in the institutional setting of teenage women serving a confinement sentence. We discussed the theoretical and methodological peculiarities of a research project, where the relationship between the researcher-teenager is focused. We analyze a case, "Lucrecia" to illustrate the discussion of writing and reflexivity, as well as the gender perspective under the SPJU. Finally, we asked for the process of reflexivity in qualitative research and its relevance related to the potential for the analysis of the linkage between researcher/participants in research conducted in context of confinement...