What Makes a Difference in Writing Instruction When Working with Priority Learners: An Inquiry into Effective Teacher Practice

Autor/inn/en	Gadd, Murray; Parr, Judy M.
Titel	What Makes a Difference in Writing Instruction When Working with Priority Learners: An Inquiry into Effective Teacher Practice
Quelle	In: set: Research Information for Teachers, (2022) 1, S.30-37 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0110-6376
Schlagwörter	Writing Instruction; Instructional Effectiveness; Teaching Methods; Writing Achievement; Direct Instruction; Individualized Instruction; Underachievement; Foreign Countries; Achievement Gains; Grade 5; Grade 6; Grade 7; Grade 8; Elementary Secondary Education; Pacific Islanders; Ethnic Groups; Self Management; Student Needs; Writing Skills; Teacher Effectiveness; Writing Teachers; New Zealand + Suchen Sie Ihr Suchwort? Schreibunterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Individualisierender Unterricht; Performance deficiency; Leistungsschwäche; Ausland; Achievement gain; Leistungssteigerung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Selbstmanagement; Writing skill; Schreibfertigkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Neuseeland
Abstract	This article, based on a 2-year study of working strategically with Years 5 to 8 priority learners, concludes that what is effective writing instruction for all students is particularly effective for priority learners. It also suggests, however, that knowing your students well and making adaptations to some dimensions of effective writing instruction--especially teachers' strategic use of writing tasks and goals, direct and differentiated instruction, and instruction that promotes student self-regulation--is closely associated with stronger engagement, accelerated progress, and higher achievement in writing by priority learners. The article also provides many classroom-based practices used effectively by a range of teachers of priority learners. (As Provided).
Anmerkungen	New Zealand Council for Educational Research. Level 10, 178-182 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01