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ERIC Number: ED265561
Record Type: RIE
Publication Date: 1984
Pages: 223
Abstractor: N/A
Reference Count: 0
ISBN: ISBN-0-947942-00-9
Success in Writing: A Classroom Study with Slower Learning Pupils in Three Scottish Secondary Schools. (S3/S4).
Peacock, Colin; Roger, Angela
A small scale research project involving teaching writing skills to slower learning students in three different Scottish schools is the focus of this volume. Chapter 1 discusses the context and nature of the project, while chapter 2 presents teachers' accounts of their professional practices in teaching writing, including their perceptions of pupils and criteria of minimum competence, classroom methods, remedial strategies, and assessment procedures. Chapter 3 describes three case studies which examined how the participating teachers approached the teaching of writing in their classrooms, and identified whether their organization and management were consistent with the project's rationale. Chapters 4 and 5 analyze and discuss the constituent elements of an information processing model of writing and the theoretical rationale regarding classroom methodology. Chapter 6 presents two case studies integrating this theoretical rationale into classroom practice, and chapter 7 describes the final phase of classroom work, illuminating those aspects of the project's theoretical rationale that had proved problematic in Chapter 6. The final chapter discusses the success of the project, the professional demands made of collaborating teachers, and the implications for implementing the rationale on a wider scale. All but the first and last chapters include summaries, while 14 appendixes contain samples of research materials used in the study and a seven-page list of references. (EL)
Scottish Curriculum Development Service, Moray House College, Holyrood Road, Edinburgh, Scotland EH8 8AQ (3 pounds, 50 pence).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Scottish Education Dept., Edinburgh.
Authoring Institution: Stirling Univ. (Scotland).; Scottish Curriculum Development Service, Edinburgh.