TY - JOUR
T1 - “This Year We’ve Mostly Focused on Just Getting Kids Comfortable with the Idea of Writing Something”
T2 - Factors Influencing Writing Pedagogy in an “Underperforming” High School
AU - Lesley, Mellinee
AU - Beach, Whitney
AU - Ghasemi, Ehsan
AU - Duru, Henry
N1 - Publisher Copyright:
© 2020 Taylor & Francis Group, LLC.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2020
Y1 - 2020
N2 - This study was a yearlong investigation over writing instruction with one class of ninth grade students in an urban, “underperforming” high school. Using qualitative methods with embedded quantitative features, findings revealed students benefited little from the writing instruction they received. In fact, most students showed virtually no growth on multiple measures of writing performance and only minimal improvement in their attitudes toward writing. Further, a university partnership with the school had little impact on the instructional practices of the classroom teacher. The implications of this study paint a discouraging picture for students in “underperforming” high schools and point to a need for writing reform predicated on praxis and evidence-based methods for writing instruction in both teacher preparation programs and K-12 school contexts.
AB - This study was a yearlong investigation over writing instruction with one class of ninth grade students in an urban, “underperforming” high school. Using qualitative methods with embedded quantitative features, findings revealed students benefited little from the writing instruction they received. In fact, most students showed virtually no growth on multiple measures of writing performance and only minimal improvement in their attitudes toward writing. Further, a university partnership with the school had little impact on the instructional practices of the classroom teacher. The implications of this study paint a discouraging picture for students in “underperforming” high schools and point to a need for writing reform predicated on praxis and evidence-based methods for writing instruction in both teacher preparation programs and K-12 school contexts.
UR - http://www.scopus.com/inward/record.url?scp=85092231238&partnerID=8YFLogxK
U2 - 10.1080/10573569.2020.1826374
DO - 10.1080/10573569.2020.1826374
M3 - Article
AN - SCOPUS:85092231238
JO - Reading and Writing Quarterly
JF - Reading and Writing Quarterly
SN - 1057-3569
ER -