The National Study of Writing Instruction - University at Albany

More documents

Recommendations

Info

Table 2. High School Demographics and Achievement Pickering HS Mayfair District 8 Skansen HS Riverside HS New York State % Eligible for Free Lunch 1.9 29.7 36.1 36.6 % Eligible for Reduced Lunch 0.6 8.4 11.8 7.5 % Limited English Proficient 0.8 1.3 0.3 7.2 Student Ethnic/Racial Distribution %African-American %Hispanic/Latino %White %Other % Students Meeting or Exceeding State Standards on Regents in Comprehensive English (2001 Cohort) % Students Meeting or Exceeding State Standards on Regents in Mathematics (2001 Cohort) 1.4 1.4 92.2 5.1 2004-05 Fall Enrollment 1462 (Grades 9- 12) 24.6 6.7 67.7 1.0 1.3 0 97.1 1.6 19.9 19.7 53.2 93 72 83 78 92 64 88 77 1393 (Grades 9- 12) 382 (Grades 9-12) Instrumentation A series of semi-structured interviews were developed to gather comparable data across sites on a variety of aspects of curriculum, instruction, and the general context for writing and writing instruction. Each section of each interview schedule consisted of a general question to 7.2
egin the conversation, and a series of more specific questions that could be used if needed for follow up. Copies of all instruments are included in Appendix 2. Administrator Interview Schedule. Questions in the administrator interview focused on school and district perspectives on the importance of writing across academic subjects; initiatives to support writing instruction; the extent to which there is a school- or district-level sense of what high-quality writing looks like; modifications in scheduling or tracking that might affect writing instruction; changes over time in school or district support for writing; and perceptions of student performance. Teacher Interview Schedule: First Interview. Questions in the teacher interview focused on each teacher’s perspectives on the importance of writing in their subject; school or department initiatives to support writing instruction; the types of writing that are important in the subject area; the amount of writing students do; the teacher’s approaches to writing instruction; attention to the writing process; the role of technology; quality of and response to student work; the effects of school level factors (scheduling, tracking, special services) on writing instruction; and changes over time in student writing and writing instruction. Teacher Interview Schedule: Follow-up Interview. When a teacher was available for a follow up interview in the following semester, questions focused on the teaching of specific types of writing; the qualities of effective writing in the subject area; the influence of district writing curriculum; challenges in developing students’ writing abilities; differences in the development of higher- and lower-achieving students over the school year; uses of technology in class and at home; and the role of writing and writing instruction this year, as well as changes that might be made for next year. Student Interview Schedule: First Interview. This interview schedule was built around portfolios of work that had been collected from each student throughout the semester. Specific questions focused on self-perceptions as a writer; the kinds of writing for different classes; the completeness of the collection of work in each subject; favorite and least-favorite assignments during the semester; steps in completing writing assignments for each subject area; preparation for state or national exams; uses of technology in each subject area; criteria for “good” writing in each subject area; and subject-specific instruction in different types of writing. Student Interview Schedule: Second Interview. This follow-up interview schedule was built around portfolios of work that had been collected from each student throughout the school year. Specific questions focused on differences among core subject areas in the kinds and amounts of writing, uses of technology by the student and the teacher, types of instruction or assistance, quality and improvement of writing, and difficulty of writing. 9
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: Table 1. Middle School Demographics
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 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:
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

Create successful ePaper yourself

Delete template?

Save as template?