The National Study of Writing Instruction - University at Albany

More documents

Recommendations

Info

Writing and Learning Activities 2009-10: Form 2 Page 116 of 122 Technologies Used by Students in the Past 5 Teaching Days (Circle all that apply.) 9. STUDENT use of technology in past 5 days (related to this class) 116 Yes Not in the past 5 days Created a PowerPoint presentation 1 0 Accessed material from the internet 1 0 Participated in an online discussion board (e.g., Blackboard) 1 0 Used computer-based simulations or games 1 0 Used brainstorming or graphic-organizing software 1 0 Used overhead project or ELMO 1 0 Used Smartboard 1 0 Used word processing software 1 0 Created webpages or blogs 1 0 Used Email or instant messaging related to the class 1 0 Participated in other social networking (e.g., Twitter, Facebook) 1 0 Other (please specify) 1 0 10. Writing serves different purposes in different classes. Please circle the TWO most important and the TWO least important reasons for writing for this particular class. (Circle two choices in each column.) Most important Least important To connect personal experience to the topic being studied 1 0 To summarize what has been learned 1 0
Writing and Learning Activities 2009-10: Form 2 Page 117 of 122 To provide practice in spelling, punctuation, and other aspects of correct usage 117 1 0 To provide practice with particular types of writing 1 0 To consolidate new understandings 1 0 To apply concepts to new situations 1 0 11. Will this course have a final exam? □ yes □ no If there is a final exam, approximately what percent of the exam grade will be based on responses of at least paragraph length? _____ % Do you assign writing of at least paragraph-length to students in this class? □ yes □ no (Skip to question 15.) The questions in this section are concerned with the kinds of activities that surround any writing that students may do for this class. 11. To what extent do you use the following instructional techniques when students are asked to write in this class? Spend class time generating and organizing ideas or information before writing Provide models of effective responses for students to read, analyze, and emulate Clearly specify the specific parts that must be included Never/ Hardly ever Sometimes Frequently Almost always 1 2 3 4 1 2 3 4 1 2 3 4
Page 1 and 2:
February 2011 The National Study of
Page 3 and 4:
Appendix 3. Instruments: Year 3 Stu
Page 5 and 6:
Year 1: Analysis of Existing Nation
Page 7 and 8:
Table 1. Middle School Demographics
Page 9 and 10:
egin the conversation, and a series
Page 11 and 12:
At the end of the school year, all
Page 13 and 14:
Table 5. Types of Writing Required
Page 15 and 16:
Table 6. Types of Writing Required
Page 17 and 18:
Participants At each school site, p
Page 19 and 20:
Notes to Table 6 CA: Size, grade sp
Page 21 and 22:
Instrumentation Experiences with da
Page 23 and 24:
influence of external examinations,
Page 25 and 26:
coordinated so that the field resea
Page 27 and 28:
5 Interview 1 teacher Interview 1 t
Page 29 and 30:
demographic data on each school, in
Page 31 and 32:
significant differences between the
Page 33 and 34:
The final comparison in Table 11 us
Page 35 and 36:
Source: National Center for Educati
Page 37 and 38:
Appendix 2. Instruments: Year 2 Cas
Page 39 and 40:
Schedule, Arrangements and Environm
Page 41 and 42:
Teacher Interview Schedule: First I
Page 43 and 44:
16. How would you describe high-qua
Page 45 and 46:
Teacher Interview Schedule: Follow-
Page 47 and 48:
9. Are there differences in what ma
Page 49 and 50:
Pre- and Post- Observation Question
Page 51 and 52:
Writing for Your Subject Will stude
Page 53 and 54:
Discipline-Specific Learnings This
Page 55 and 56:
How important is each of the follow
Page 57 and 58:
___ Overhead projector ___ Webpage
Page 59 and 60:
Below is a list of reasons that tea
Page 61 and 62:
To what extent do you use the follo
Page 63 and 64:
improving students' writing skills.
Page 65 and 66: How many days did students have to
Page 67 and 68: Administrator Interview Schedule Sc
Page 69 and 70: 20. Are you satisfied with your stu
Page 71 and 72: INITIATIVES & SUPPORT How does your
Page 73 and 74: STUDENT ACHIEVEMENT IN WRITING How
Page 75 and 76: 18. Tell me about your use of techn
Page 77 and 78: Paragraphs+ (1 or more parag.) Focu
Page 79 and 80: Other Technology Use By Student Int
Page 81 and 82: Daily Interpretive Memo After each
Page 83 and 84: 7. What unusual approaches or metho
Page 85 and 86: ___ Special education ___ Other (pl
Page 87 and 88: If so, please specify: ____________
Page 89 and 90: Are there specialized types of writ
Page 91 and 92: What technologies have you used in
Page 93 and 94: How important have the following so
Page 95 and 96: What is the general subject of this
Page 97 and 98: If you assign paragraph-length writ
Page 99 and 100: How many weeks are there in a full
Page 101 and 102: Was this assignment ___Required ___
Page 103 and 104: Writing and Learning Activities 200
Page 115: Writing and Learning Activities 200
show all

The National Study of Writing Instruction - University at Albany

Create successful ePaper yourself

Delete template?

Save as template?