A National Survey of Revising Practices in the Primary Classroom

Autor/inn/en	Saddler, Bruce; Saddler, Kristie; Befoorhooz, Bita; Cuccio-Slichko, Julie
Titel	A National Survey of Revising Practices in the Primary Classroom
Quelle	In: Learning Disabilities: A Contemporary Journal, 12 (2014) 2, S.129-149 (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	National Surveys; Elementary School Teachers; Primary Education; Writing Instruction; Revision (Written Composition); Teaching Methods; Peer Teaching; Scoring Rubrics; Cooperative Learning; Elementary School Students; Conferences (Gatherings); Writing Strategies; Time Factors (Learning); Learning Disabilities; Racial Differences; Statistical Analysis + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Primarbereich; Schreibunterricht; Korrektur; Teaching method; Lehrmethode; Unterrichtsmethode; Peer group teaching; Peer Group Teaching; Scoring formulas; Auswertungsbogen; Kooperatives Lernen; Schreibtechnik; Learning handicap; Lernbehinderung; Rassenunterschied; Statistische Analyse
Abstract	A random national sampling of primary grade teachers in the United States were surveyed to determine how they teach revising to writers in the elementary grades. Our findings suggest that in our sample of teachers, little time is dedicated in the school day to writing and especially revising. The teachers believed that more time spent revising did not necessarily lead to better revisions. Peer-support structures were widely employed and the use of rubrics during revision was widespread, but unevenly effective and less effective when utilized during peer-grouping structures. Teachers generally did not use strategies or commercial programs for writing or revising. Teachers reported that their students primarily made surface level revisions that generally did not improve their compositions. Finally, the presence of students with disabilities did not necessarily alter the type of writing and revising instruction delivered in classrooms (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06