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ERIC Number: ED228648
Record Type: RIE
Publication Date: 1982
Pages: 304
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Interaction of Teacher Roles in the Teaching of Writing in Inner-City Secondary Schools. [Executive Summary].
Myers, Miles; Thomas, Susan C.
In a two-year study of the teaching of writing in inner city secondary schools, the writing episode was examined as an interaction of teacher roles--as instructor, policy implementer, and member of a professional community. After a period of field testing observation instruments--field notes, segment summaries, and first level data analysis in a matrix--the nonparticipant observers observed writing instruction in 14 classrooms; interviewed the teachers, using both an open format and questionnaire; and interviewed case study students, using both a constant assignment for all and an assignment from the individual class. In addition, the district anchors for ranking writing in the proficiency examination were distributed to teachers in seven cities across the country. These teachers ranked the same papers, estimated the number of students they had at various levels, answered the questionnaire, and had some of their students write on what assignments seemed the most helpful. The data from the seven cities provided a basis for the inference that the 14 classrooms were representative of other inner city classrooms. The findings suggest that teaching effectiveness is context dependent, that the institution has an internalized tradition which influences both teachers and students and helps shape writing instruction, and that the writing episode exhibits inconsistencies between composition theory and teaching practice, thereby raising questions about how effective instruction should be defined. (Author)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: California Univ., Berkeley.
Identifiers: N/A
Note: Contains a number of marginally legible pages.