The National Study of Writing Instruction - University at Albany

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Table 10. Selected Contrasts between Responders and Non- Responders Returned questionnaire No Yes Total Gender Male Count 1593 588 2181 % 36.8% 39.3% 37.4% Female Count 2737 910 3647 % 63.2% 60.7% 62.6% Level Middle Count 2183 696 2879 High School % 49.6% 45.8% 48.7% Count 2214 824 3038 % 50.4% 54.2% 51.3% Form 1 Count 2170 796 2966 % 49.4% 52.4% 50.1% 2 Count 2227 723 2950 % 50.6% 47.6% 49.9% Metro Rural Count 1323 514 1837 % 30.2% 34.0% 31.1% Suburban Count 2268 694 2962 % 51.7% 45.9% 50.2% Urban Count 797 303 1100 % 18.2% 20.1% 18.6% Total Count 5918 1520 5899 % 74.3% 25.7% 100.0% 32 Chi- Square p 2.88 ns 6.73 0.009 4.2 0.040 14.97 0.001 Comparison of Responders to National Estimates Data from NCES were compared where possible with the characteristics of the final sample of survey respondents (Table 11). For these comparisons, a weight variable was constructed on the basis of NCES estimates of the number of middle and high school teachers in each state, adjusting both for the initial oversampling of 5 states and for differential response rates among states. Separate weights were constructed for all states with at least 40 individual respondents; other states were grouped together and weighted as “other”. The data in Table 11 suggest that the sample is for the most part quite representative of teachers nationally, in the ethnicity of the students they teach, student eligibility for free or reduced price lunch, class size, and gender.
The final comparison in Table 11 uses the CCD to estimate the percentage of teachers from various community types. Analyses were limited to regular public schools with any of the grades 6 through 12 and estimated the number of teachers nationally as the mean FTE of classroom teachers for each sector, times the number of schools. Using this estimate as the basis for comparison, the survey sample over-represents teachers from small town and rural communities, and under represents those from urban communities. Therefore an additional weight variable was constructed using the CCD to estimate the total number of teachers in each community type, and combined with the state weight variable for other analyses. The total sample of names and addresses obtained from MDR contained only slightly more teachers classified as teaching in urban schools than did the sample of verified names and addresses (19.5% versus 18.8%). Since response rates from teachers in urban settings were slightly higher than the average response rates, the discrepancy in community type between the final sample of responders and national patterns suggests that the original sample drawn from MDR’s lists had similar under-representation of teachers in urban communities. 33
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: significant differences between the
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
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Page 81 and 82: 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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