The National Study of Writing Instruction - University at Albany

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Table 8. Sample Schedule for a 3 Day Visit Period Field Researcher 1 Field Researcher 2 FIRST DAY Home Room Check in with on-site coordinator and school principal 1 Interview English department chair 26 Interview principal or vice principal for instruction 2 Observe 1 class Observe 1 class 3 Observe 1 class Observe 1 class 4 Observe 1 class Observe same class LUNCH Compare notes on shared observation; leave teacher letter and paper copies of surveys in mail boxes 5 Interview 1 teacher Interview 1 teacher 6 Interview 1 teacher Interview 1 teacher After School Meet with English department if they wish, to answer questions about the study and encourage completion of surveys. Complete Classroom Observation Reports Consult with Co-Field Researcher to complete Interpretive Memo SECOND DAY Home Room Check in with on-site coordinator 1 Interview Science department chair Check in with on-site coordinator Interview Social Studies department chair 2 Observe 1 class Observe 1 class 3 Observe 1 class Observe 1 class 4 Observe 1 class Observe 1 class Lunch
5 Interview 1 teacher Interview 1 teacher 6 Interview 1 teacher Interview 1 teacher After School Meet with other departments, to answer questions about the study and encourage completion of surveys. Complete Classroom Observation Reports Consult with Co-Field Researcher to complete Interpretive Memo THIRD DAY Home Room Check in with on-site coordinator 1 Interview Math department chair 27 Check in with on-site coordinator Observe 1 class 2 Observe 1 class Observe 1 class 3 Observe 1 class Observe 1 class 4 Available for rescheduling Available for rescheduling Lunch Debriefing with on-site coordinator. Pick up paper copies of teacher surveys (if electronic versions not used). Afternoon Courtesy visit to principal and English department chair. Complete Summary of School Visit. The field researcher teams also worked with the on-site coordinator and the English chair or team leader to select focal students. This often required a separate school visit, and a follow up informational meeting after parental consent and student assent had been obtained. The informational meetings were designed to help students understand how important it was for researchers to have copies of all of the written work in English, math, science, and social science/ history. Written work completed by focal students in their core subjects areas was collected throughout the semester. This included worksheets, short- answer responses, mathematical problem solving, and class notes as well as more extended writing. For student notebooks or journals, approximately 10% of the work was photocopied, chosen to represent the variety of writing in the notebook. For sampled work, researchers kept a page count of total number of pages of writing, number of pages of various types of writing, and number of pages photocopied.
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: coordinated so that the field resea
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
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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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