Academic Standards for Writing: To What Degree Do Standards Signpost Evidence-Based Instructional Practices and Interventions?

Autor/inn/en	Troia, Gary A.; Olinghouse, Natalie G.; Mo, Ya; Hawkins, Lisa; Kopke, Rachel A.; Chen, Angela; Wilson, Joshua; Stewart, Kelly A.
Titel	Academic Standards for Writing: To What Degree Do Standards Signpost Evidence-Based Instructional Practices and Interventions?
Quelle	In: Elementary School Journal, 116 (2015) 2, S.291-321 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/683984
Schlagwörter	Academic Standards; Writing Instruction; Evidence Based Practice; Common Core State Standards; Professional Development; Elementary Secondary Education; Coding; Meta Analysis; Literature Reviews; Alabama; Arkansas; California; Colorado; Florida; Indiana; Massachusetts; Minnesota; Mississippi; Nevada; Ohio; Tennessee; Texas; Wisconsin + Suchen Sie Ihr Suchwort? Schreibunterricht; Common core curriculum; Curriculum; Kerncurriculum; Codierung; Programmierung; Meta-analysis; Metaanalyse; Kalifornien; Master-Studiengang
Abstract	Though writing plays an important role in academic, social, and economic success, typical writing instruction generally does not reflect evidence-based practices (EBPs). One potential reason for this is limited signposting of EBPs in standards. We analyzed the content of writing standards from a representative sample of states and the Common Core State Standards (CCSS) for writing and language to determine to what degree EBPs were signposted, variability of this signposting, and the overlap of practices signposted in states' standards and the CCSS. We found a few practices signposted fairly consistently (e.g., isolated components of writing process instruction) and others rarely so (e.g., use of text models), as well as great variability across standards, with some covering almost half of the EBPs and others far fewer. Only a few states' writing standards overlapped considerably with the CCSS. We discuss the implications of these findings for teacher professional development and for evaluating standards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01