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Teaching writing to middle school students: A national survey
Graham, Steve Capizzi, Andrea Harris, Karen Hebert, Michael Morphy, Paul
Graham, Steve
Capizzi, Andrea
Harris, Karen
Hebert, Michael
Morphy, Paul
Abstract
A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing practices, assessment of writing, use of technology, and adaptations for struggling writers. The findings from this survey raised concerns about the quality of middle school writing instruction. Many teachers believed their preservice and inservice preparation to teach writing was inadequate. Middle school students spend little time writing or being taught how to write. While most teachers used a variety of evidenced-based writing practices and made adaptations for struggling writers, such methods were applied infrequently. Most teachers did not appear to use assessment data to shape how they taught writing, and computers played a relatively minor role in middle school writing instruction. Even though teachers generally agreed that writing was a collective responsibility, language arts teachers placed a greater emphasis on writing instruction than social studies and science teachers.
Keywords
writing, middle schools, National survey
Date
2014
Type
Journal article
Journal
Reading and Writing
Book
Volume
27
Issue
6
Page Range
1015-1042
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled