The National Study of Writing Instruction - University at Albany

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To what extent do students in this class use computers and word processors? Never/hardly ever 90 Sometimes Frequently Almost always For note taking 0 1 2 3 For finding reference materials on the internet 0 1 2 3 For writing first drafts 0 1 2 3 For editing and revising 0 1 2 3 For final copy to hand in 0 1 2 3 For embedding video, audio or graphics in their writing For sharing ideas and information for class on the internet For this class, to what extent do you require that work that is handed in be typewritten/printed rather than handwritten? 0 1 2 3 0 1 2 3 Never/hardly ever Sometimes Frequently Almost always 0 1 2 3 When you allow it, what percentage of your students typically provide typed final drafts? _____% 90
What technologies have you used in your teaching with this class during the past 5 teaching days? Teacher use during past 5 days: ___ PowerPoint presentation ___ Audio or video material presented directly from the internet in class ___ Material from the internet shared in class ___ Film or video presentation ___ Computer based simulations ___ Brainstorming or graphic organizing software ___ Overhead projector ___ Webpage with assignments or course-related material ___ Email or instant messaging related to the class ___ Other (please specify): What technologies have you asked students in this class to use during the past 5 teaching days, in class or for homework? Student use during past 5 days: ___ Create a PowerPoint presentation ___ Access material from the internet during class ___ Share material taken from the internet outside of class ___ Participate in an online discussion board (e.g., Blackboard) ___ Use computer based simulations or games 91 91
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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
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Source: National Center for Educati
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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: Are there specialized types of writ
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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