The National Study of Writing Instruction - University at Albany

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Writing and Learning Activities 2009-10: Form 2 Page 120 of 122 14. How important are the following when responding to the writing of students in this class? 120 Not important Somewhat Important Important Correcting errors in usage and mechanics 1 2 3 4 Pointing out errors of fact 1 2 3 4 Suggesting alternative views on the topic 1 2 3 4 Assessing accuracy of conclusions 1 2 3 4 Providing feedback on form and structure 1 2 3 4 Suggesting improvements in style 1 2 3 4 Providing an overall evaluation of quality 1 2 3 4 15. To what extent do you agree with the following statements about the teaching of writing? English language arts teachers should be primarily responsible for teaching students at this grade level to write. All teachers should be responsible for teaching disciplinary writing within their own subject. Subject teachers should evaluate the use of specialized vocabulary and procedures within their subject area, but the English language arts teachers should evaluate the writing. Asking students at this grade level to write is not necessary in this subject. Strongly disagree Disagree Agree Very important Strongly agree 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Writing and Learning Activities 2009-10: Form 2 Page 121 of 122 All teachers should be responsible for improving students’ writing skills. A Typical Assignment 121 1 2 3 4 16. For this set of questions, please choose one assignment that you have used or plan to use with this class, that you believe is typical of the work you require in this class. Please describe the assignment, including if possible the wording of the task as it was presented to the students. (Add extra sheets of paper if you need more room.) 17. How many days did students have to complete this assignment? (Count assignments started in class and finished overnight as 1 day.) _______days 18. Approximately how many pages of work did you expect on this assignment? ____ pages
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February 2011 The National Study of
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Appendix 3. Instruments: Year 3 Stu
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Year 1: Analysis of Existing Nation
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Table 1. Middle School Demographics
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egin the conversation, and a series
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At the end of the school year, all
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Table 5. Types of Writing Required
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Table 6. Types of Writing Required
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Participants At each school site, p
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Notes to Table 6 CA: Size, grade sp
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Instrumentation Experiences with da
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influence of external examinations,
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coordinated so that the field resea
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5 Interview 1 teacher Interview 1 t
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demographic data on each school, in
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significant differences between the
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The final comparison in Table 11 us
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Source: National Center for Educati
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Appendix 2. Instruments: Year 2 Cas
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Schedule, Arrangements and Environm
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Teacher Interview Schedule: First I
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16. How would you describe high-qua
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Teacher Interview Schedule: Follow-
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9. Are there differences in what ma
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Pre- and Post- Observation Question
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Writing for Your Subject Will stude
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Discipline-Specific Learnings This
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How important is each of the follow
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___ Overhead projector ___ Webpage
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Below is a list of reasons that tea
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To what extent do you use the follo
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improving students' writing skills.
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How many days did students have to
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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 ___
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The National Study of Writing Instruction - University at Albany

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