The National Study of Writing Instruction - University at Albany

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___ Use brainstorming or graphic organizing software ___ Use overhead projector ___ Word processing, in class ___ Word processing, for homework ___ Create webpages or blogs ___ use Email or instant messaging related to the class ___ Other (please specify) Which best describes the availability of technology in your school? ___ I have easy access to all of the technology I would like to have for this class. ___ I have access to most of the technology I need, but I have to arrange special access when I wish to use it. ___ There is some technology available but access is difficult. ___ There is little or no technology available for use with this class. Please add any comments that would help us understand the availability of technology for your teaching: 92 92
How important have the following sources of knowledge been in what you have learned about writing in your subject area? My own experience as a student in my discipline. Formal coursework on teaching writing. Inservice programs or workshops on writing in my subject or writing across the curriculum. Unimportant Somewhat important 93 93 Important Very important 0 1 2 3 0 1 2 3 0 1 2 3 Professional reading. 0 1 2 3 Collaboration with other teachers. 0 1 2 3 Other (please specify below): 0 1 2 3 Years of teaching experience? ________ Do you have supervisory responsibilities (e.g., team leader, department chair)? ___Yes ___No We appreciate your taking the time to complete this survey. Results will be included in reports available through the Albany Institute for Research in Education. (www.albany.edu/aire)
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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
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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: What technologies have you used in
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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