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Instructional practices: An evaluation of a K4-8 school's writing program.

机译：教学实践：对K4-8学校写作计划的评估。

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摘要

Teaching children to write successfully is an area of great concern to educators in the 21st century. According to the National Assessment of Educational Progress (NAEP) data, the writing skills of two-thirds of the students in elementary, middle, and high school are below grade level proficiency (Persky, Daane, & Jin, 2003). In 2003, the National Commission on Writing argued the case for a writing revolution to sweep the country in order to address such dire circumstances. Quite simply, such a revolution is necessary in order to put language arts and communication in the forefront of American classrooms to improve student writing.;While examining the writing program of one K4-8 school community does not qualify as a revolution in and of itself, it did enable the revolution to get started. Such an examination provided insight into the successful operations of a writing program along with its shortcomings and gaps. Evaluation of the curriculum, standards, program implementation, daily operations, teacher collaboration, assessment, and student work (both published and in draft form) allowed for a thorough assessment of program process.;The purpose of this study was twofold: to evaluate the program operations associated with writing at a K4-8 school and to determine the effectiveness of its implementation, instructional delivery to students, ability to address identified standards, and meet individualized needs of students. The central question of the study was: How effective is a private, religious, K4-8 school's writing program? The research methodology employed to resolve the questions addressed by the study was program evaluation, specifically through the method of process evaluation. Within this methodological framework, data collection included interviews, observation, document review, and focus groups. Research on this topic informed recommended program improvement plans for the organization being evaluated.;Findings from the study included: (1) writing instructors at this site were predisposed to using 6 of 11 instructional practices as defined by Graham and Perin (2007a), but would benefit from infusing the remaining 5 ( setting product goals, sentence combining, inquiry, peer assistance, and word processing) into their instructional repertoires; (2) teachers in grades K4-2 were proficient at addressing the challenges facing young writers and use several of the recommended instructional practices from Coker (2007), but would benefit from incorporating the following 3 instructional practices: using thematic play areas to engage students in authentic literacy activities, doing dialogic reading, and using big books with individual student copies for instruction into their instructional repertoires; (3) adopting a writing program that transcends all grade levels at the site and provides philosophical consistency on process writing approach instruction would be beneficial; (4) writing instruction is not occurring daily in all grade levels; alleviating this is essential; (5) effort should be placed on better recognizing student differences through both conferring and instructional format choices (whole group, small group, and individual) along with providing more opportunities for students to self-select writing topics; and (6) implementing a school-wide assessment of student writing would both increase communication amongst and between grade level teachers on instructional practices and student abilities, as well as, increase demand for student improvement both within a grade level and from one to the next.
机译：教孩子们成功写作是21世纪教育工作者非常关注的领域。根据国家教育进步评估（NAEP）数据，小学，初中和高中三分之二的学生的写作能力低于年级水平（Persky，Daane和Jin，2003年）。 2003年，美国国家写作委员会提出了一场写作革命来席卷全国，以解决这种严峻情况的理由。很简单，这样的革命是必要的，以便将语言艺术和交流放在美国教室的最前列，以提高学生的写作水平。；虽然检查了一个K4-8学校社区的写作计划，但它本身并没有资格进行革命。 ，它确实使革命得以开始。这样的检查提供了对写作程序的成功操作以及其缺点和不足的见解。对课程，标准，计划执行，日常操作，教师合作，评估和学生工作（均以出版形式和草案形式）的评估可以对计划过程进行全面评估。本研究的目的是双重的：与在K4-8学校写作有关的计划操作，并确定其实施的有效性，对学生的教学交付，解决已确定标准的能力以及满足学生个性化需求的能力。该研究的中心问题是：私立，宗教，K4-8学校的写作计划效果如何？解决该研究所解决问题的研究方法是程序评估，特别是通过过程评估的方法。在这种方法框架内，数据收集包括访谈，观察，文档审查和焦点小组。有关该主题的研究为被评估的组织提供了建议的计划改进计划。研究发现包括：（1）该站点的写作指导倾向于使用Graham和Perin（2007a）定义的11种教学实践中的6种，但是将剩余的5个（设定产品目标，句子组合，查询，同伴帮助和文字处理）注入他们的教学曲目中将会受益； （2）K4-2年级的老师精通应对年轻作家面临的挑战，并使用了Coker（2007）推荐的几种教学实践，但将从以下3种教学实践中受益：利用主题游乐区吸引学生在地道的扫盲活动中，进行对话阅读，并使用大书本和学生的个人本本来指导他们的教学方法； （3）采用一个超越现场所有年级水平并在过程写作方法指导上提供哲学一致性的写作程序将是有益的； （4）并非在所有年级都每天都有写作指导；缓解这一点至关重要； （5）应努力通过协商和教学形式的选择（整个小组，小组和个人）更好地认识学生的差异，并为学生提供更多选择自我写作主题的机会； （6）在全校范围内对学生的写作进行评估，既可以增加年级教师之间以及他们之间在教学实践和学生能力方面的交流，也可以增加一个年级和一个年级到另一个年级对学生进步的需求。

著录项

  • 作者

    MacCudden, Renae Marie.;

  • 作者单位

    Cardinal Stritch University.;

  • 授予单位 Cardinal Stritch University.;
  • 学科 Education Language and Literature.;Education Evaluation.;Education Elementary.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 346 p.
  • 总页数 346
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:36:56

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