Squeezed in: Writing Instruction Over Time

IF 1.4 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Chandra L. Alston, Jessica L. Eagle
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引用次数: 0

Abstract

The purpose of this study was to understand the nature of writing instruction across time and grade bands. We used quantitative and qualitative analyses of teacher interviews and video records of classroom instruction of English language arts writing instruction in 97 fourth- through eighth-grade classrooms in 2010 and 2018. Video records showed a decline in writing instruction across time and grade bands. Teacher lessons focused on the first five Common Core Writing Standards with little attention to the latter five. The lessons included aspects of a writing process approach that used instructional scaffolding, models, student practice, and teacher feedback. Lessons were less likely to include the use of authentic texts, text analysis, and student discussion. Teacher interviews pointed to curricular constraints, a view of writing as peripheral, and comfort with teaching writing as hindrances to quality writing instruction. These findings demonstrate a need for curricular and instructional resources to support teachers in offering consistently quality writing instruction.
挤进去:写作教学与时俱进
本研究旨在了解不同时期和不同年级段写作教学的性质。我们采用定量和定性分析的方法,对2010年和2018年97个四年级至八年级班级的英语语言艺术写作教学的教师访谈和课堂教学视频记录进行了分析。视频记录显示,写作教学在不同时期和不同年级段都有所下降。教师的课程侧重于前五项共同核心写作标准,很少关注后五项标准。这些课程包括写作过程方法的各个方面,使用了教学支架、模型、学生练习和教师反馈。课程不太可能包括使用真实文本、文本分析和学生讨论。教师访谈指出,课程限制、写作是边缘学科的观点以及对写作教学的舒适度是阻碍高质量写作教学的因素。这些研究结果表明,有必要提供课程和教学资源,以支持教师持续开展高质量的写作教学。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.30
自引率
7.70%
发文量
19
期刊介绍: The Journal of Literacy Research (JLR) is a peer-reviewed journal contributes to the advancement research related to literacy and literacy education. Current focuses include, but are not limited to: -Literacies from preschool to adulthood -Evolving and expanding definitions of ‘literacy’ -Innovative applications of theory, pedagogy and instruction -Methodological developments in literacy and language research
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