The National Study of Writing Instruction - University at Albany

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Summary of Classroom Observation (Use as much space as necessary for each question.) School: __________________ Date: ___________ Grade: ____________ Subject area: _______ Track (circle one): AP, high achieving, average, low achieving, mixed Number of students: ________ Length of class (minutes): ________ Observer: ________________________ Physical features of classroom, seating arrangements, displays. Describe the lesson (apparent purpose, unique features, types of reading, apparent continuity with previous and succeeding lessons). List any specific types of writing that students were engaged in (include general types of writing, as well as discipline-specific types of writing, such as lab reports, explanations of problem solving steps in math, or response to literature). If students were taking notes, describe whether this was copying from the board or dictation, or free form. Describe any explicit teaching of structures or strategies for any of the types of writing students were expected to do. Describe any uses of technology, including word processing. List academic (i.e., disciplinary) vocabulary used during the lesson. Describe any explicit teaching (including modeling or correcting) of such vocabulary. Describe any incorporation of other approaches from Writing Next: � Strategy instruction � Summarization � Careful setting of goals for writing assignments � Sentence combining � Inquiry based activity � Process-oriented activity (prewriting, drafting, revising, peer editing, teacher editing, publishing/sharing of work) � Study of models � Grammar instruction � Use of rubrics for evaluation or self-evaluation of writing
Daily Interpretive Memo After each day of interviews, the two site visitors should meet together for 15-20 minutes to address the following questions. Site: End of Day 1 Q1: What do we think we are seeing so far? Q2: What do we need to follow up on? In the interviews and observations: For documentation (materials, handouts): End of Day 2 Q1: What do we think we are seeing so far? Q2: What do we need to follow up on? In the interviews and observations: For documentation (materials, handouts): End of Day 3: Q1: What do we think we saw? Q2: How do we know it (multiple sources in interviews and observations; documentation)? 81 81
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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
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Instrumentation Experiences with da
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influence of external examinations,
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coordinated so that the field resea
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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: Other Technology Use By Student Int
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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