Literaturnachweis - Detailanzeige
| Autor/inn/en | Calkins, Lucy; Ehrenworth, Mary |
|---|---|
| Titel | Growing Extraordinary Writers: Leadership Decisions to Raise the Level of Writing across a School and a District |
| Quelle | In: Reading Teacher, 70 (2016) 1, S.7-18 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-0561 |
| DOI | 10.1002/trtr.1499 |
| Schlagwörter | Writing Improvement; Writing Instruction; Writing Achievement; Educational Change; Educational Practices; Educational Strategies; Instructional Leadership; Strategic Planning; Behavioral Objectives; Teacher Collaboration; Progress Monitoring; Teacher Expectations of Students; Writing Workshops; Teaching Methods |
| Abstract | Increasingly, school leaders recognize the need for writing instruction to become a schoolwide priority. The writers' workshop approach that was popularized 30 years ago is still relevant; it is still important to give students protected time to write, opportunities to address topics and audiences that matter, and timely feedback. Recent research emphasizes that students also benefit from explicit instruction in the craft and structure of specific types of writing and from working toward clear images of good writing. Teachers can accelerate students' growth by developing shared expectations for good writing and a common language for talking about writing. Clear goals are important for teachers, too. Shared knowledge of effective writing instruction and ways to track writing growth over time lift the level of instruction across a school, supporting teacher-to-teacher collaboration. When student growth is regarded as feedback to teachers on their teaching, assessment-based instruction helps schools participate in continuous improvement. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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