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Kjell Lars Berge Synnøve Matre Randi Solheim Lars S. Evensen Hildegunn Otnes 《Assessment in Education: Principles, Policy & Practice》2019,26(1):6-25
This article reports consequences for student writing quality based on a long-term professional learning project. Project teachers, representing all school subjects in grades 3–7, were presented with a writing construct, ‘Wheel of Writing’, and norms of expectation for writing proficiency. Participating teachers used the writing construct and norms as a basis for writing instruction and writing assessment. The project was conducted in 24 schools across Norway. 3088 students from 20 project schools participated. Two hundred and thirty three students from 4 schools were used as a comparison group. The investigation showed that students in primary school improved their writing quality significantly. Students in lower secondary school did not. However, there was substantial variation in writing quality effects between schools, classes, and individual students. For instance at a number of schools, project students from lower secondary school improved their writing quality significantly. The article discusses potential explanations of the effects. 相似文献
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The role of grammar instruction in the teaching of writing is contested in most Anglophone countries, with several robust meta-analyses finding no evidence of any beneficial effect. However, existing research is limited in that it only considers isolated grammar instruction and offers no theorisation of an instructional relationship between grammar and writing. This study, drawing on a theorised understanding of grammar as a meaning-making resource for writing development, set out to investigate the impact of contextualised grammar instruction on students’ writing performance. The study adopted a mixed-methods approach, with a randomised controlled trial and a complementary qualitative study. The statistical analyses indicate a positive effect on writing performance for the intervention group (e = 0.21; p < 0.001); but the study also indicates that the intervention impact differentially on different sub-groups, benefiting able writers more than weaker writers. The study is significant in being the first to supply rigorous, theorised evidence for the potential benefits of teaching grammar to support development in writing. 相似文献
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The authors aim to assist teachers to gain a deeper understanding of the inner lives of students especially those with special educational needs. This aim is pursued in two ways. The first is an exploration of the experience of writing poetry using the students' sentiments, actual words and phrases – a poetic engagement. The second is to argue for the transformative potential of this poetic engagement for the practitioner seeking to ‘get alongside’ the student. 相似文献
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Huahui Zhao 《Assessment & Evaluation in Higher Education》2018,43(7):1133-1145
Despite the increasing volume of research in peer assessment for writing, few studies have been conducted to explore teachers’ perceptions of its appropriateness for writing instruction. It is essential to understand teachers’ perceptions of peer assessment as teachers play an important role in whether and how peer assessment is implemented in their instruction. The current study investigated tertiary English writing tutors’ perceptions of the appropriateness of peer assessment for English as a Foreign Language writing in China, where peer assessment has been increasingly discussed and researched but only occasionally used in teaching. The current study scrutinised the reasons behind its limited use via in-depth exploratory interviews with 25 writing tutors with different teaching backgrounds. The interview data showed tutors’ limited knowledge of peer assessment and unanimous hesitation in using it. The former was explained by insufficient instruction and training in peer assessment. The latter relates to the incompatibility of peer assessment with the examinations-oriented education system, learners’ low English language proficiency and learning motivation, and the conflict of peer assessment with the entrenched teacher-driven learning culture. Suggestions are made about training and engaging teachers to effectively use peer assessment in instruction. 相似文献
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Reading and Writing - This study examined the impact of content revising goals on the revising behavior and story writing performance of fourth grade students at-risk for writing difficulties.... 相似文献
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Circumscribed by the culture of collectivist and Confucian traditions, English as a Foreign Language (EFL) education in China has defaulted to an impersonalized provision and delivery. Much of teaching and learning is to assimilate individuals into a group identity. This epistemological model can be detected in learning outcomes, e.g., preferential use of ‘we’ over ‘I’, lack of authentic self-identity in student EFL writing, etc., and is characterized by ubiquitous rote learning. In this paper, we adopt a biographical approach to the teaching of stories expressed as personal narrative as part of the research framework. This is also applied to critical curriculum and pedagogical reforms that help students to write across their extant cultural constraint, enabling them to make a conceptual leap in understanding the difference between the collective, and the individual identities, of the “we” and the “I”. Once this conceptual awareness has been achieved, the individual viewpoint can be elicited and articulated in student writing of narrative accounts. Biographical narrative accounts of personal experience are found to have a creative and self-actualizing force in forming the individual’s identity, using his/her original voice. The findings suggest that EFL writing curriculum and pedagogy in the new era can be a useful strategy to empower students and EFL teachers to teach and write between the “we” and the “I” paradigms, and expand their ontological capability and flexibility through pedagogical effect. 相似文献
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Writing plays a central role in social work practice and in the qualifying programmes studied by student social workers. The research on which this paper is based explores the value of writing undertaken in higher education to writing for professional practice in social work. Drawing on data sources from a ‘text oriented ethnography’, this paper explores the reflections of five recently qualified social workers making the transition from academic to professional practice. The significance of this study is heightened as social work practice and education are undergoing significant review at the time of writing. This review has identified the role of writing as important in both academic and practice domains. The paper suggests that there is currently no clear progressive link between academic writing in social work and the writing in practice required of graduate social workers. This paper offers some reflections on the implicit and explicit value of writing in an academic context to writing in professional practice. 相似文献
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Yu Ka Wong 《Reading and writing》2018,31(4):945-964
This study explored the concurrent and longitudinal relationships between reading and writing in young Chinese-as-a-second-language (CSL) learners’ sentence writing, using structural equation modeling. The participants comprised 126 Hong Kong senior primary ethnic minority students, whose literacy skills were assessed at two time points over the course of a year. In grade 5 (Time-1), they were assessed with Chinese character reading and reading comprehension measures to evaluate their reading ability. In grade 6 (Time-2), their sentence reading, sentence writing, and literacy component skills of Chinese character writing fluency and written syntactic skills were assessed. The results demonstrated that students’ reading and writing performances were substantially related both concurrently and longitudinally. Furthermore, (1) at Time-2, the component skills accounted for substantial portions of variance in sentence reading and writing skills, along with the relationship between them, while (2) Time-1 reading ability predicted Time-2 component skills and, through the mediation thereof, indirectly predicted sentence writing. Thus, in light of the linguistic characteristics of the Chinese language, literacy component skills are crucial component processes that connect reading and writing in CSL learners’ sentence writing. 相似文献
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Conceptual models of giftedness that cannot explain the full spectrum of depicted behaviors are incomplete. The same is true for frameworks that purport to analyze those behaviors. Within giftedness, extraordinary and rare talents afford us the opportunity to extend and modify models and frameworks. This article presents an analysis of the first 2 years of writing of a precocious child whose prolific language, complex sentence structures, and sophisticated conceptual development belie his age. Attempts to conduct comparative analyses found that existing frameworks could not explain the data's holistic and thematic tones. This led to the construction of a new synthetic‐analytic framework for precocious writing that more fully depicts the known spectrum of writing elements exhibited by highly gifted children. 相似文献
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Sara Cotterall 《Teaching in Higher Education》2013,18(4):413-425
Writing occupies a key role in doctoral research, because it is the principal channel students use to communicate their ideas, and the basis on which their degree is awarded. Doctoral writing can, therefore, be a source of considerable anxiety. Most doctoral candidates require support and encouragement if they are to develop confidence as writers. Drawing on interviews with two international doctoral students at an Australian university, this paper examines the writing practices the students have encountered and discusses them in the light of recent research on doctoral writing pedagogy. Analysis of the students' experiences in terms of Wenger's ‘communities of practice’ framework suggests that this perspective fails to account adequately for the power relations that impact on the students' learning opportunities. Examining the students' experiences also highlights the importance of good pedagogy in supporting the development of scholarly writing in the doctorate. 相似文献
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This paper draws on findings of comparative international research on students’ poetic writing about the natural environment in the context of the classroom and a naturalistic setting. The study involved 97, nine- to 10-year-olds in four classes: two classes were in an English primary school with their counterparts in a Western Australian primary school. One class in each school had vicarious contact with nature as a stimulus for writing, using a previously taught technique for writing poetry; the other class in each school used the same technique but had direct contact with nature. The study has implications for students’ literacy development, creativity and agency and suggests that students’ poetic writing is enhanced through direct contact with nature. Teachers in both England and Australia, countries where ‘high stakes’ testing dominates the literacy curriculum, may find that standards of writing improve when students are given direct contact with natural spaces and are scaffolded to elicit their poetic voice. 相似文献
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Reading and Writing - We assessed the influence of genre-specific discourse knowledge and writing goals on the persuasive writing of 4th and 6th grade students with and without learning... 相似文献
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Syntactic complexity has been recognized as an important construct in writing research, and for the past five decades, many syntactic complexity measures (SCMs) have been examined in numerous studies. This systematic review is the first study of its kind to synthesize 36 studies spanning from 1970 to 2019 by identifying and cataloging all SCMs examined during this period. An analysis was performed on how the use of SCMs varied by genre, grade level, students’ writing ability, and writing quality. Five online databases (Academic Search Premier, ERIC, PsycINFO, Psychology and Behavioral Sciences, and PsycARTICLES) were searched. A total of 48 SCMs were grouped into six categories: T-units and sentences, clauses, phrases, words, combined measures, and other measures. Most studies examined three common SCMs: mean T-unit length, mean number of words per clause, and mean number of clauses per T-unit. The argumentative genre had the highest values for T-unit length and mean number of clauses per T-unit, which could indicate greater sentence complexity. Higher-grade-level students generally construct sentences that are syntactically complex, but comparison between studies was difficult because different studies investigated different SCMs. Although students with higher writing abilities generally construct sentences that are syntactically more complex compared to students with lower writing abilities, the findings are not conclusive, as only a few studies examined this relationship. A similarly inconclusive relationship was found between syntactic complexity and writing quality because only a few studies examined this relationship. More research is needed to examine the relationship between SCMs, writing quality, and genre.
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Michael Hammond 《Technology, Pedagogy and Education》2013,22(3):331-346
Abstract This article explores the growing interest in the use of asynchronous text-based discussion to support the professional development of teachers and other occupational groups. It describes a post-degree course in which teachers, lecturers and librarians at local schools and colleges used on-line forums to share and reflect on their professional knowledge. The particular focus of the article is on the experiences of forum participants and the opportunities which on-line discussion provides for their professional learning. The discussion in the article is developed around an extract from a forum and focuses on the initiating of on-line discussion, what participants might learn by taking part, and the style of contributions. The article suggests that electronic forums have huge potential for developing professional knowledge in that participants have opportunities to articulate ideas, have access to other information and other viewpoints and can seek clarification from colleagues. However, the process of discussion is not straightforward. Participation cannot be easily structured, contributors may prefer different styles of messages and text-based communication may not be appropriate for some kinds of discussion. On-line discussion is then valuable and complex. 相似文献
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《Africa Education Review》2013,10(3):581-594
Abstract Many students enter tertiary education unfamiliar with the ‘norms and conventions’ of their disciplines. Research into academic literacies has shown that in order to succeed in their studies, students are expected to conform to these norms and conventions, which are often unrecognized or seen as ‘common sense’ by lecturers. Students have to develop their own ‘map’ of their programme's expectations in order to make sense of the seemingly mysterious practices they are expected to take on. This study, undertaken at a University of Technology in South Africa, details students’ perceptions of their writing difficulties and their attempts to navigate their way through various writing tasks. The findings reveal that students experience a range of difficulties and that the students often feel unsupported in their travails with academic writing. 相似文献
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Jon Nixon 《British Journal of Sociology of Education》2005,26(1):91-103
This paper draws on questionnaire responses received (via e‐mail) during the period 2002–2003 from senior commissioning editors located within seven of the major UK publishing outlets. Drawing on the analytical framework of an earlier study by Nixon (1999), it focuses on the mediation of educational studies by market forces operating within and upon the educational publishing industry. More specifically it explores issues relating to the construction of readership, authorship and editorship within that force field of market pressures. Central to the argument is the claim that, in its increasing exposure to market forces, the public space afforded by educational publishing is now highly restrictive. The paper concludes with a call for a sustained debate on the future of academic publishing in general, and educational publishing in particular. 相似文献