The National Study of Writing Instruction - University at Albany

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What kinds of writing instruction do you think are needed in academic subject classes? 9. Some subject teachers think they should focus on content, not writing, but most do have their students write. What kinds of writing instruction seem appropriate to you in science, social studies, math, and English language arts? ARRANGEMENTS & ENVIRONMENT How do your school’s tracking, schedule, or other organizational features affect the kinds of writing and writing instruction students experience? 10. Does the daily schedule in your building impact the kinds of writing assignments students do? 11. How are students grouped within subjects and grades? What impact does this grouping have on writing? 12. 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 writing for these students? 13. How would you describe the school environment as it relates to student writing across the curriculum? TECHNOLOGY & COMPUTERS In what ways do students’ uses of technology affect the kinds and amounts of writing they do? 14. Where and how are computers made available for student use? How accessible are they? 15. Are there differences in the ways computers are used for writing in different classes and grades? 16. Are any other technologies, or particular software, used to support writing in different classes or grade levels? STUDENT PERFORMANCE How well do you think your students write? How do you know when things are going well regarding writing in the school? 17. How would you describe high-quality writing? 18. How do teachers of different classes develop a sense of good student writing and how to support it? 19. What do you and your teachers look at to determine how well things are going regarding writing? 68 68
20. Are you satisfied with your students’ writing performance? What else would you like them to be able to do? 21. What else would you like to see done to help students improve their writing? CHANGES OVER TIME What influences have affected how writing is approached in your school (or department)? How have the influences changed? 22. Has writing instruction in your school changed in recent times? If so, in what ways? What are the main factors that you see as influencing these changes? 22. What changes in student writing and writing instruction would you like to implement if you had the opportunity? 69 69
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February 2011 The National Study of
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Appendix 3. Instruments: Year 3 Stu
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Year 1: Analysis of Existing Nation
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Table 1. Middle School Demographics
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egin the conversation, and a series
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At the end of the school year, all
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Table 5. Types of Writing Required
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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 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: Administrator Interview Schedule Sc
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
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Writing and Learning Activities 200
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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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