The National Study of Writing Instruction - University at Albany

More documents

Recommendations

Info

Appendix 1. The Project Team Center on English Learning & Achievement, University at Albany Arthur N. Applebee Judith A. Langer Kristen C. Wilcox Sharon Wiles Linda Baker Renee Banzhaf Marc Nachowitz Ae Lee Lee Chin Ee Loh David Manarel Michael Mastroianni Jason Vickers Christine Dawson Eastern Kentucky Writing Project Lee Ann Hager* Sally Martin* Western Kentucky Writing Project John Hagaman* Oakland (MI) Writing Project Laura Roop Linda Denstaedt* Red Cedar (MI) Writing Project Janet Swenson Toby Kahn-Loftus* Capital District Writing Project (NY) Robert Yagelski Carol Forman-Pemberton Molly Fanning* Pat Lynch* Dan McBride* Brigid Schmidt* Aaron Thiell* Alicia Wein* 36 National Writing Project, University of California-Berkeley Paul LeMahieu Linda Friedrich Carisa Lubeck UCLA Writing Project Faye Peitzman* Carrie Usui* Robyn Wisinski* Central Texas Writing Project Liz Campbell Stephens* Cynthia Vetter* *Field researchers, Year 3
Appendix 2. Instruments: Year 2 Case Studies 1. Administrator Interview Schedule 2. Teacher Interview Schedule: First Interview 3. Teacher Interview Schedule: Follow-up Interview 4. Student Interview Schedule: First interview 5. Student Interview Schedule: Second interview 6. Pre- and Post-Observation Questions 7. Survey of Writing and Learning Activities 37
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 and 32: significant differences between the
Page 33 and 34: The final comparison in Table 11 us
Page 35: Source: National Center for Educati
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
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 ___
Page 103 and 104:
Writing and Learning Activities 200
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
show all

The National Study of Writing Instruction - University at Albany

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?