The National Study of Writing Instruction - University at Albany

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16. How much class time do you give to writing instruction and assignments? In a typical month, about what percentage of classroom time do you spend on writing instruction? (If the time spent varies from unit to unit, explain why and how.) 17. How much out-of-class time do you typically expect your students to spend on writing assignments each week? How often are writing assignments started in class and then finished elsewhere? 18. How long are the writing assignments your students do for this class? How and to what extent do you use long-term writing projects? How long do you expect them to be? INSTRUCTIONAL APPROACHES What do you do to help students learn to do the kinds of writing needed in your subject area? 19. What do you think are the best ways to teach and encourage student writing? How would you describe high-quality writing instruction? 20. How do your students learn the underlying skills and strategies of effective writing in your subject area? What textbooks or programs do you use? How do these resources influence your teaching of writing? 21. How much emphasis do you place on teaching appropriate vocabulary? Grammar and usage? Sentence structure? If you teach any of these, what instructional approaches do you use? 22. How often do your students write more than one draft? What processes do you use/encourage for revising drafts? What role, if any, does peer discussion play in pre-writing, revision, or presentation? 23. How and to what extent do you integrate writing instruction with other aspects of your curricula? TECHNOLOGY USE What is the role of technology in student writing and in writing instruction in your classes? 24. How and to what extent do you use computers or other technology for classroom presentations and activities? 25. How and to what extent do students use computers for writing for your classes? Where and how are computers made available for student use? How accessible are they? How and to what extent do your students use the Internet to access information for writing assignments in your subject area? 26. Are there any other technologies, or particular software, used to support writing in your classes? 72 72
STUDENT ACHIEVEMENT IN WRITING How well do your students write in your subject area? 27. What aspects of student writing do you weigh heavily in evaluating student work? (For example, accurate information, detailed development, organization, style, mechanics, evidence.) To what extent do you use rubrics or similar guidelines for rating student writing? To what extent do you collaborate with colleagues in responding to student writing? 28. How do you provide feedback to students concerning their writing? Are students’ writing products collected, displayed, or published? Are portfolios used for student writing? 29. .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? 30. What changes in student writing and writing instruction would you like to implement if you had the opportunity? 73 73
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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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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 and 68: Administrator Interview Schedule Sc
Page 69 and 70: 20. Are you satisfied with your stu
Page 71: INITIATIVES & SUPPORT How does your
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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