The National Study of Writing Instruction - University at Albany

More documents

Recommendations

Info

Correcting and modeling uses of technical vocabulary in responding to student work. Highlighting important technical terms as they come up in reading and discussion. Assigning written work that will incorporate the new vocabulary. Orchestrating discussion to help students practice key new vocabulary. 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 Are there specialized types of writing that are important for students to learn in order to do well in this class? (For example, lab notebooks, answers to documentbased questions, timelines, research papers, explanations of data.) _____ Yes, discipline specific types of writing are very important for students to do well in this class. _____ Yes, discipline-specific types of writing are somewhat important for students to do well in this class. _____ No, there are no discipline-specific types of writing necessary for success in this class. If there are discipline-specific types of writing that are important for students in this class to learn, please describe them briefly: 54
How important is each of the following in helping students in this class learn the discipline-specific types of writing that are important to doing well in this subject? Providing models for reading, analysis, and emulation. Providing specific lessons on the appropriate structure and content of each type of writing. Providing comments and corrections on work that students submit. Providing opportunities for students to work collaboratively to plan, revise, and edit their work. Providing rubrics/evaluative criteria that highlight the characteristics of good responses. Not important 55 Somewhat important Important Very important 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 To what extent do students in this class use computers and word processors? Never/hardly ever Sometimes Frequently Almost always For note taking 0 1 2 3 For finding reference materials on the internet 0 1 2 3 For writing first drafts 0 1 2 3
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 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: Discipline-Specific Learnings This
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:
Writing and Learning Activities 200
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?