Teaching Writing to High School Students: A National Survey

Autor/inn/en	Kiuhara, Sharlene A.; Graham, Steve; Hawken, Leanne S.
Titel	Teaching Writing to High School Students: A National Survey
Quelle	In: Journal of Educational Psychology, 101 (2009) 1, S.136-160 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0013097
Schlagwörter	Writing Assignments; High Schools; Teacher Education Programs; Language Arts; Secondary School Teachers; Science Teachers; Social Studies; Writing Instruction; High School Students; English Teachers; Surveys; Student Evaluation; Teaching Skills; Evaluation Methods; Teacher Attitudes; Writing Skills; English Instruction + Suchen Sie Ihr Suchwort? High school; Oberschule; Sprachkultur; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Gemeinschaftskunde; Schreibunterricht; High schools; Student; Students; Schüler; Schülerin; Studentin; English language lessons; Englischunterricht; Survey; Umfrage; Befragung; Schulnote; Studentische Bewertung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrerverhalten; Writing skill; Schreibfertigkeit; English langauage lessons
Abstract	A random sample of language arts, social studies, and science high school teachers (N = 361; 53% women) from the United States were surveyed about what their students wrote, their use of evidence-based writing practices, the adaptations they made for weaker writers, how they assessed writing, their preparation to teach writing, beliefs about the importance of writing, and judgments about their students' writing capabilities. The findings from this survey raised some concerns about the quality of high school writing instruction. The writing activities they were assigned most frequently by teachers involved little analysis and interpretation, and almost one half of the participating teachers did not assign at least one multiparagraph writing assignment monthly. Although the majority of high school teachers did apply most of the evidence-based practices and adaptations included in the survey, they used these practices infrequently. Most teachers did not believe their college teacher education program adequately prepared them to teach writing. A sizable minority of language arts and social studies teachers indicated that their in-service preparation was inadequate too. For science teachers this was close to 60%. (Contains 7 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10