Do high school English teachers\u27 and their students\u27 perceptions about writing become more closely aligned after a semester of interaction?

In this dissertation the researcher studied whether or not high school English teachers\u27 and their students\u27 perceptions about writing became more closely aligned after a semester of interaction. Four teachers, two males and two females, and their students were repeatedly surveyed, interviewed, and observed over time. Teachers were balanced on gender, educational level, and years of teaching experience. Students were balanced on gender, grade level, and letter grade in English. Data were categorized and analyzed using the methods of constant comparison and recursive analysis. Findings indicated that students\u27 perceptions became more closely aligned with their teachers\u27 perceptions on the issues of defining writing and the importance of grammar and mechanics in writing. There were differences in students\u27 perceptual alignment with the teachers\u27 perceptions. These differences were gender and letter grade related. Findings also indicated that students\u27 attitudes toward writing and their self-concept as writers were negative. This negativity persisted and increased regardless of teacher variables. Implications for education and research are included