The National Study of Writing Instruction - University at Albany

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Table 7. Administrator and Teacher Participation Totals by Subject Chair and Building Administrator Interviews Teacher Classroom Interviews Observations English 13 44 71 174 Math 11 34 63 111 Science 15 32 63 97 Social Studies 12 39 63 95 Other Teachers 280 Building level 20 Totals 71 149 260 757 Totals by State 20 Surveys Survey Return Rate California 17 30 60 49 13.7% Kentucky 12 37 53 169 65.8% Michigan 6 31 39 182 93.8% New York 13 24 51 85 31.3% Texas 23 27 57 272 73.1% Totals 71 149 260 757 52.1% Table 8. Student Participants Low achieving 46 High achieving 49 ESL 43 TOTAL 138
Instrumentation Experiences with data gathering during the Year 2 case studies were drawn on to develop a series of semi-structured protocols for gathering comparable data across diverse sites. Copies of all instruments are included in Appendix 3. Interview Schedules A series of semi-structured interviews were developed to gather comparable data across sites on a variety of aspects of curriculum, instruction, and the general context for writing and writing instruction. Following the format used in Year 2, each section of each interview schedule consisted of a general question to begin the conversation, and a series of more specific questions that could be used if needed for follow up. Administrator Interview Schedule. Questions in the administrator interview focused on school and district perspectives on the importance of writing across academic subjects; initiatives to support writing instruction; the extent to which writing instruction is seen as important across subject areas; modifications in scheduling or tracking that might affect writing instruction; availability and uses of technology; perceptions of student performance; and changes over time in student writing and writing instruction. Teacher Interview Schedule. Questions in the teacher interview focused on the teacher’s perspectives on the importance of writing in their subject; school or department initiatives to support writing instruction; the types of writing that are important in the subject area; the amount of writing students do; the teacher’s approaches to writing instruction; the role of technology; and quality of and response to student work. Student Interview Schedule. This interview schedule was built around portfolios of work that were collected from each student throughout the semester. Specific questions focused on selfperceptions as a writer; the kinds of writing for different classes; the completeness of the collection of work in each subject; favorite- and least-favorite assignments during the semester; steps in completing writing assignments for each subject area; preparation for state or national exams; uses of technology in each subject area; and criteria for “good” writing in each subject area. Classroom Observations Classroom Observation Protocol. This time x activity protocol was designed to be completed in real time on a laptop computer. At 5 minute intervals, observers recorded a variety of features of the classroom, including the type of activity (e.g., lecture, class discussion, individual work, transition); type of written work (copying, notemaking, calculating, short answer, short writing, paragraph or more); focus of any writing activity (e.g., prewriting, drafting, revising, vocabulary, 21
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
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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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The National Study of Writing Instruction - University at Albany

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