The National Study of Writing Instruction - University at Albany

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23. How do you provide feedback to students concerning their writing? 24. How and to what extent are students’ writing products collected, displayed, or published? How and to what extent are portfolios used for student writing? Arrangements & Environment How do school structures and organizational arrangements affect the writing your students do? 25. How do the school environment and instructional arrangements influence student writing in your classroom? • How does the daily schedule in your building impact writing instruction and assignments? • How are students grouped in this subject area and grade level? What impact does this grouping have on student writing? • What arrangements or special services are provided for English language learners, gifted and talented students, special education students, or students struggling in a particular area? How do these arrangements and services influence student writing? Changes over Time What changes do you see in student writing over the years? 26. How has student writing in your school or classroom changed in recent times? • What are the main factors that you see as influencing the changes you mention? • How have you and your students responded to the changes? • What would you do differently if you had the opportunity? 44
Teacher Interview Schedule: Follow-up Interview 1. When we talked earlier this year, you indicated that the writing students do for your ____ class includes ______ (type or types). � Could you review for me, please, the ways in which you prepare students for this type of writing? 2. What do you see as good writing in your subject area? � How do you incorporate instruction to help students to achieve good writing in your subject area? � How do you evaluate good writing in this academic area? 3. How has this district’s writing curriculum influenced your writing instruction and/or your students’ writing experiences this year? 4. What do you see as the greatest challenges in developing students’ abilities to do the kinds of writing you require in your class? 5. Looking back over this school year, how do you believe your higher performing students vs. your lower performing students have been developing in terms of the kinds of writing you require in your class? � What factors might have influenced the differences? � How do you believe non-native English speaking students are developing in terms of the kinds of writing you require in your class? 6. How have you and your students used technology for writing assignments and/or instruction? � What kinds of technology did you use in your class instruction? o How did your instructional use of technology affect your teaching and student learning? � What kinds of technology did your students use in your class? o How did students’ use of technology affect their learning? � What kinds of technology did your students use outside of class to do their work for your class? o How do you think your students’ use of technology outside of class affected their learning? 7. What role has writing had in this class this year? � How important has writing been in this class? � What were the major accomplishments and/or challenges in writing in this class this year? � What changes in writing tasks, processes, or instruction might you make next year? 45
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 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: 16. How would you describe high-qua
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
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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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