The National Study of Writing Instruction - University at Albany

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Written proofs 0 1 2 3 How important are the following kinds of writing for this class (set 2)? Writing applying subject-area concepts to new problems 86 Not important Somewhat important 86 Important Very important 0 1 2 3 Personal essays or personal narratives 0 1 2 3 Writing based on student response and interpretation Writing requiring critical analysis of an issue or a text Writing requiring analysis or synthesis across divergent sources or selections Laboratory reports 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 Research papers or reports 0 1 2 3 Persuasive writing (e.g., applying subject-area knowledge and concepts to public issues) 0 1 2 3 Biography or autobiography 0 1 2 3 Writing of stories, poems, or plays 0 1 2 3 Please list any other types of writing that are important in this class: Will students in this class take a high-stakes test in this subject? (E.g., state, district, AP, IB exam.) ___No ___Yes, in a later year ___Yes, this year
If so, please specify: __________________ What proportion, if any, of the results for that exam will be based on open-ended questions that require students to write a written response? ___None, the exam is all multiple choice. ____A percent of the grade is based on open-ended questions. Please specify the %: _____% Does the exam require any writing of paragraph length or longer? ___ No, all responses are short answer. ___ Yes, the exam requires at least a paragraph of writing. If the exam requires writing, please describe the types of questions that require any writing in the high stakes tests these students will take. As a result of the exam, to what extent do you (circle one in each row): Provide instruction on how to respond to particular kinds of questions that appear on the exam? Spend class time on sample questions from old exams or commercial practice materials? Focus student writing primarily on the types of writing on the exam? Teach students the rubrics or scoring systems 87 Never/ Hardly ever 0 0 0 Sometimes Frequently Almost always 1 1 1 2 2 2 3 3 3 87
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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
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demographic data on each school, in
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significant differences between the
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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: ___ Special education ___ Other (pl
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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