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Four eleventh-grade English teachers' attitudes about writing and their teaching of writing in the context of a state-wide direct writing assessment.

机译：在全州范围内的直接写作评估的背景下，四名十一年级英语教师的写作态度和写作教学。

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摘要

Within the current national conversation about high-stakes testing is a more defined debate about writing assessment. At issue is the best way to accurately measure and increase students' competence at writing, a key component of literacy. As a result, many states have developed high-stakes, direct writing assessments in an effort to increase student writing performance. This ethnographic case study of four eleventh-grade English teachers sought to investigate their attitudes about writing, how they teach writing, and the Georgia state-wide direct writing assessment. In addition, their perceptions about the link between their beliefs and instructional practice were explored. Specific research questions were: (1) How can teachers' attitudes toward writing and the teaching of writing be characterized? (2) What are teachers' attitudes toward direct writing assessments, the Georgia High School Graduation Writing Test (GHSGWT) in particular? To what extent do teachers feel responsible for their students' performance on such tests? (3) What relationships, if any, are evident between teachers' beliefs and their teaching of writing?; Preliminary data collection activities began in Spring 2004, while intensive data collection and analysis took place throughout Fall 2004 and into Spring 2005. Data sources included a demographic questionnaire, three in-depth phenomenological interviews of between 60--90 minutes each for every teacher, three classroom observations for each teacher, debriefing sessions for each observation, member checking with the entire group, and a research journal.; Results revealed a strong commitment to teaching writing because of its importance in student literacy, as well as a need for greater support of such teaching through increased professional development in writing pedagogy and better coordination of writing standards and expectations at the state, district, and local school levels. In addition, teachers endorsed student accountability for competent writing through testing, but they cited specific aspects of the Georgia assessment that could be improved. Lastly, teachers articulated reasons for the link, or lack of connection, between their attitudes and instructional practice.
机译：在当前有关高风险测试的全国性讨论中，关于写作评估的辩论更加明确。有争议的是准确衡量和提高学生写作能力的最佳方法，这是读写能力的关键组成部分。结果，许多州都开发了高风险的直接写作评估，以提高学生的写作表现。这项针对四名11年级英语教师的民族志案例研究旨在调查他们对写作的态度，他们如何教授写作以及乔治亚州全州范围内的直接写作评估。此外，还探讨了他们对自己的信念与教学实践之间联系的看法。具体的研究问题是：（1）如何表征教师的写作态度和写作教学？ （2）教师对直接写作评估，特别是乔治亚高中毕业写作测验（GHSGWT）的态度是什么？教师在多大程度上对学生在此类测试中的表现负有责任？ （3）教师的信仰与写作教学之间有什么明显的联系？初步的数据收集活动始于2004年春季，而密集的数据收集和分析过程则在2004年秋季至2005年春季进行。数据来源包括人口统计学调查表，三位深入的现象学访谈，每位教师每次访谈的时间在60-90分钟之间，每位老师三堂课堂观察，每场观察的汇报会议，成员与整个小组的检查以及一份研究日记。结果显示出对写作教学的坚定承诺，因为它对学生读写能力的重要性，还需要通过增加写作教学法方面的专业发展以及在州，地区和地方更好地协调写作标准和期望来获得对此类教学的更多支持学校级别。此外，教师们认可学生通过考试负责写作的责任，但他们列举了佐治亚州评估中可以改进的具体方面。最后，教师阐明了他们的态度与教学实践之间存在联系或缺乏联系的原因。

著录项

  • 作者

    Blanchard, Anne Williamson.;

  • 作者单位

    Georgia State University.;

  • 授予单位 Georgia State University.;
  • 学科 Education Secondary.; Education Tests and Measurements.; Education Language and Literature.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 169 p.
  • 总页数 169
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 中等教育;教育;
  • 关键词

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