The National Study of Writing Instruction - University at Albany

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TX response to a listening passage Studies, including: ranging from a sentence to showing steps and explaining processes as part of a 3- response to reading passages use of a "critical lens" to analyze 1 thematic essay an extended paragraph, as hour literature 1 document based essay part of a 3-hour exam for exam analysis of literary passages plus short answer scaffolding each grade and subject 1 3-hour exam for US history and government, including: 1 thematic essay 1 document based essay plus short answer scaffolding 1 untimed composition in grade 10 (exit) None None None response to a given topic or prompt 1 untimed composition in grade 11 16
Participants At each school site, participants included the principal and the department chairs or team leaders for English, social science/ history, science, and math, as well as selected teachers of these subjects at Grades 6, 8, 10, and 12. Field researchers sought to interview 1 teacher of each of the 4 subjects at each of the target grade levels, and to observe at least 2 classes in each grade level/subject combination. In addition to those who were interviewed or observed, all teachers in each school were asked to complete an online survey about writing and learning activities in their classes. Table 7 summarizes the participants, by subject area and state. Across the 20 schools, 71 department or school administrators and 149 teachers of core subject areas participated in interviews, 260 teachers allowed their classrooms to be observed, and 757 teachers participated in an online survey. The survey had a 52.1% return rate overall, but there were significant differences by school and state, with California being particularly low (13.7%). In addition to administrators and faculty, field researchers in each school recruited a group of focal students at each of the target grade levels, who were asked to save all of their schoolsponsored writing in the 4 core subject areas over a full semester. Each student also participated in an end-of-semester interview about their writing. At each grade level, focal students were selected from a set of volunteers selected by the grade-level English teachers to represent higher-achieving and lower-achieving students by school norms, as well as one student designated as an English learner by state or district procedures, representing the predominant second-language population in the school (assuming an ESL presence). To the extent possible, these students were selected from different English classes. Table 8 shows how the 138 students were distributed across states and achievement levels. 17
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: Table 6. Types of Writing Required
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
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Page 65 and 66: How many days did students have to
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Administrator Interview Schedule Sc
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20. Are you satisfied with your stu
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INITIATIVES & SUPPORT How does your
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STUDENT ACHIEVEMENT IN WRITING How
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18. Tell me about your use of techn
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Paragraphs+ (1 or more parag.) Focu
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Other Technology Use By Student Int
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Daily Interpretive Memo After each
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7. What unusual approaches or metho
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___ Special education ___ Other (pl
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If so, please specify: ____________
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Are there specialized types of writ
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What technologies have you used in
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How important have the following so
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What is the general subject of this
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If you assign paragraph-length writ
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How many weeks are there in a full
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Was this assignment ___Required ___
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Writing and Learning Activities 200
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