The National Study of Writing Instruction - University at Albany

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Teacher Interview Schedule School/District: __________________________________________________________________________ Teacher: _____________________________________ Years of teaching: ________________________ Grade level(s) and subjects taught: __________________________________________________________ Interviewer:_________________________________________________ Date________________________ [Notes: Ask teachers to bring examples of assignments or class activities. Try to relate questions or follow-up questions directly to a class observation where possible.] VALUE & EMPHASIS The National Study of Writing Instruction What do you see as the broad goals or uses of writing in your subjects? 1. How would you describe the importance of writing to students’ success in school and in their future lives? 2. How much emphasis does your school give to student writing? How is this emphasis demonstrated? How does this emphasis influence classroom instruction and student learning? 3. What do you see as the most important aspects of student writing in your subject area and grade level? 4. What are the main influences on how you use writing in your classroom? How much emphasis do you personally put on student writing in your classroom? How do you show this emphasis? 5. How do you use student writing to help you attain your course goals?
INITIATIVES & SUPPORT How does your school support the teaching of writing? (e.g., through curriculum, instructional materials, or professional development.) 6. What school-wide or department-wide writing initiatives have been undertaken recently? How have such programs/policies/procedures been implemented? How well do you think they have worked? Why? 7. What curricular guidelines and materials for writing does your school or district provide? How are these chosen or developed? What involvement, if any, have you had with choosing or developing curriculum? 8. What opportunities have you had to learn more about writing instruction through conferences, workshops, courses, or other contacts? How and to what extent have you used ideas from these sources in your classroom? 9. Do teachers collaborate to plan writing assignments or evaluate student writing? How and to what extent? 10. How does the daily schedule affect the kinds of writing and extent of writing students do in your classes? 11. How are students grouped within subjects and grades? What impact does this grouping have on writing? How do expectations and assignments differ for different groups? a. 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? TYPES OF STUDENT WRITING Think about a typical class that you teach. 13. What kinds of student writing are important in this class? 14. What types of student writing are included in high stakes examinations (e.g., state tests, AP exams, college entrance exams) that students will take in your subject area? 15 How have these examinations influenced your choice of writing tasks and the way you use writing in your classroom? EXTENT OF STUDENT WRITING How much writing do your students do? 71 71
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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
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Participants At each school site, p
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Page 31 and 32: significant differences between the
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Page 59 and 60: Below is a list of reasons that tea
Page 61 and 62: To what extent do you use the follo
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Page 73 and 74: STUDENT ACHIEVEMENT IN WRITING How
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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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