Teaching Writing to Middle School Students: A National Survey

Autor/inn/en	Graham, Steve; Capizzi, Andrea; Harris, Karen R.; Hebert, Michael; Morphy, Paul
Titel	Teaching Writing to Middle School Students: A National Survey
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 27 (2014) 6, S.1015-1042 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-013-9495-7
Schlagwörter	Writing Instruction; Middle School Teachers; Middle School Students; Teacher Surveys; Teacher Attitudes; Best Practices; Evaluation Methods; Technology Uses in Education; Student Needs; Writing Difficulties; Teacher Education; Program Effectiveness; Teaching Methods; Computer Assisted Instruction; Teacher Role; Language Arts; Social Studies; Science Teachers + Suchen Sie Ihr Suchwort? Schreibunterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schreibstörung; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Lehrerrolle; Sprachkultur; Gemeinschaftskunde; Science; Science teacher; Wissenschaft
Abstract	A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing practices, assessment of writing, use of technology, and adaptations for struggling writers. The findings from this survey raised concerns about the quality of middle school writing instruction. Many teachers believed their preservice and inservice preparation to teach writing was inadequate. Middle school students spend little time writing or being taught how to write. While most teachers used a variety of evidenced-based writing practices and made adaptations for struggling writers, such methods were applied infrequently. Most teachers did not appear to use assessment data to shape how they taught writing, and computers played a relatively minor role in middle school writing instruction. Even though teachers generally agreed that writing was a collective responsibility, language arts teachers placed a greater emphasis on writing instruction than social studies and science teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10