Abstracts
Abstract
This article reports comprehensive findings from a national study of the teaching and assessment of writing in classrooms across ten Canadian provinces and two of three territories. Through interviews with 216 grade 4-8 teachers and observations and interviews in 22 classrooms (1 to 3 classrooms in each province), we gathered information about participating middle-grade teachers’ goals, and the practices and resources (including computers and multi-media, parents and community resources) that they use to teach and assess writing. The strengths and challenges that they identify in teaching writing and assessing writing, and the people who have most greatly influenced their writing instruction provide additional information on which we base implications for teacher education and professional development initiatives.
Résumé
Cet article présente les résultats exhaustifs d’une étude nationale portant sur l’enseignement et l’évaluation de l’écriture dans les classes des dix provinces canadiennes et de deux des trois territoires. Des entrevues auprès de 216 enseignants de 4e année à secondaire 2 ainsi que des observations et des entrevues dans 22 classes (1 à 3 classes dans chacune des provinces) ont été réalisées. Ce faisant, nous avons accumulé des informations auprès des enseignants des écoles intermédiaires participant sur les objectifs, les pratiques et les ressources (incluant les ordinateurs et autres technologies ainsi que les parents et les ressources communautaires) que ceux-ci utilisent pour enseigner et évaluer l’écriture. Les forces et les défis identifiés par les participants en ce qui a trait à leur enseignement et évaluation de l’écriture — et les personnes ayant le plus influencé leur pratique d’enseignement de l’écriture — sont des éléments d’informations supplémentaires sur lesquels nous nous appuyons pour formuler certaines implications pour les initiatives de formation et de développement professionnel des enseignants.
Appendices
Bibliography
- Alliance for Excellent Education. (2007). Making writing instruction a priority in America’s middle and high schools. Washington, DC: Author.
- An, Y-J., & Reigeluth, C. (2011). Creating technology-enhanced, learner-centered classrooms: K-12 teachers’ beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 28(2), 54-62.
- Applebee, A. N., & Langer, J. A. (2009). What is happening in the teaching of writing? English Journal 98(5), 18–28.
- Applebee, A. N., & Langer, J. A. (2011). A snapshot of writing instruction in middle schools and high schools. English Journal 100(6), 14-27.
- Bangert-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004). The effects of school-based Writing-to-Learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74, 29-58.
- Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: Putting it into practice. Berkshire UK: Open University Press.
- Boscolo, P., & Gelati, C. (2007). Best practices in promoting motivation for writing. In S. Graham, C. A. MacArthur, & J. Fitzgerald. (Eds.), Best practices in writing instruction (pp. 202-221). New York, NY: Guilford.
- Brandt, D. (2005). Writing for a living: Literacy and the knowledge economy. Written Communication, 22(2), 166-197.
- Cresswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications.
- Cutler, L., & Graham, S. (2008). Primary grade writing instruction: A national survey. Journal of Educational Psychology, 100(4), 907-19.
- Dyson, A. H. (2002). The Drinking God factor: A writing development remix for “all” children. Written Communication, 19(4), 545-577.
- Fisher, R., Myhill, D., Jones, S., & Larkin, S. (2010). Using talk to support writing. Los Angeles, CA: Sage.
- Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4-6: A national study. Elementary School Journal, 110(4), 494-518.
- Gill, B. P., & Schlossman, S. L. (2003). Parents and the politics of homework: Some historical perspectives. Teachers College Record, 105(5), 846-871.
- Glaser, B. (1998). Doing grounded theory: Issues and discussion. Mill Valley, CA: Sociology Press
- Goldberg, A., Russell, M., & Cook, A. (2007). The effect of computers on student writing: A meta-analysis of studies from 1002 to 2002. Journal of Technology, Learning and Assessment 2(1), 1-51.
- Graham, S. (2006). Writing. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (pp. 457-477). Mahwah, NJ: Erlbaum.
- Graham, S, Harris, K., & Hebert, M. (2011) Informing writing: The benefits of formative writing assessment (A Carnegie Corporation “Time to Act” report). Washington, DC: Alliance for Excellent Education.
- Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. New York, NY: Carnegie Corporation of New York.
- Graves, D. (2004). What I’ve learned from teachers of writing. Language Arts, 82(2), 88-94.
- Graves, D., & Hansen, J. (1983). The author’s chair. Language Arts, 60, 176-183.
- Hunter, D., Mayenga, C., & Gambell, T. (2006). Classroom assessment tools and uses: Canadian English teachers’ practices for writing. Assessing Writing, 11, 42-65.
- Kiuhara, S. A., Graham, S., & Hawken, L. S. (2009). Teaching writing to high school students: A national survey. Journal of Educational Psychology, 101(1), 136-160.
- Laframboise, K.L., & Klesius, J. (1993). A survey of writing instruction in elementary language arts classrooms. Reading Psychology, 14, 265-285.
- McClay, J. K., & Peterson, S. S. (2013). Teaching composition with new literacies perspectives: “We’ll test it out and then let the kids run with it.” Language and Literacy, 15(1), 39-57.
- McClay, J., Peterson, S. S., & Nixon, R. (2012). Parents and communities as partners in teaching writing in Canadian grades 4-8 classrooms. Middle School Journal, 44(1), 44-52.
- National Commission on Writing for America’s Families, Schools, and Colleges. (2004). Writing: A ticket to work ... or a ticket out: A survey of business leaders. New York, NY: The College Board.
- National Commission on Writing in America’s Schools and Colleges. (2003). The neglected R: The need for a writing revolution. New York, NY: College Entrance Examination Board.
- Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
- Peterson, S. S. (2011). Teaching writing in rural Canadian classrooms. Literacy Learning: The Middle Years, 19(1), 39-48.
- Peterson, S. S. (2013). Dropping by: What I learned about teaching writing from 16 classroom visits across Canada. Illinois Reading Council Journal, 41(3), 30-37.
- Peterson, S. S., & McClay, J. (2010). Assessing and providing feedback for student writing in Canadian classrooms. Assessing Writing, 15(2), 86-99.
- Peterson, S. S., & McClay, J. (2012). Assumptions and practices in using digital technologies to teach writing in middle-level classrooms across Canada. Literacy, 46(3), 140-146.
- Pritchard, R. J., & Honeycutt, R. L. (2006). The process approach to writing instruction: Examining its effectiveness. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 275-290). New York, NY: Guildford Press.
- Ray, K.W. (2001). The writing workshop: Working through the hard parts (and they’re all hard parts). Urbana, IL: National Council of Teachers of English.
- Shanahan, T. (2006). Relations among oral language, reading and writing development. In C.A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 171-183). New York, NY: Guildford Press.
- Spandel, V. (2005). Creating writers through 6-trait writing assessment and instruction 4th Ed. Boston, MA: Pearson.
- Statistics Canada. (2012). Population by year, province and territory. Retrieved from http://www.statcan.gc.ca/tables-tableaux/sum-som/l01/cst01/demo02a-eng.htm
- Vygotsky, L.S. (1978). Mind in society: Development of higher psychological processes. Cambridge, MA: Harvard University Press.