The National Study of Writing Instruction - University at Albany

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Classroom Observation Protocol Subject Area: Period: Teacher: Date: Observation start time: Check all occurring at 5 min interval 0 5 10 15 20 25 30 35 40 45 50 55 60 Activity Transition (moving, setting up) Lecture (T talking to whole class) Q&A (I-R-E, test questions) Class Disc (T P P P, authentic qs) Individual work Group work (pairs or more) Conference (T with individual) Student presenting, whole class Media-- whole class view, listen Other Writing Copying, dictation Notemaking (recasting) Calculating Short answer (words, phrases) Short writing (1-3 sentences)
Paragraphs+ (1 or more parag.) Focus of writing activity Prewriting Drafting Sharing/ critiquing drafts Revising Sharing finished work Studying Models Grammar/ Usage Vocabulary Structure/Organization Evaluating (rubrics, standards, etc) Explicit Writing Strategies Spelling Other Reading (extended text) Textbook (reading/ working from) Non-fiction Literature Primary sources Study materials (board, powerpt) Study materials (handouts) Check all occurring at 5 min interval 0 5 10 15 20 25 30 35 40 45 50 55 60 Content 77 77
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 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: 18. Tell me about your use of techn
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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The National Study of Writing Instruction - University at Albany

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