ERIC Number: ED341994
Record Type: Non-Journal
Publication Date: 1992-Jan
Reference Count: N/A
Teaching Writing with a New Instructional Model: Variations in Teachers' Beliefs, Instructional Practice, and Their Students' Performance. Research Series No. 209.
Anderson, Linda M.; And Others
Fifteen upper-elementary teachers (regular and resource room) agreed to enact a new instructional model called Cognitive Strategy Instruction in Writing (CSIW). The model emphasized that teachers should model the cognitive processes of writers, scaffold dialogue with students about their writing, and create a social context in which writers consider audiences and purposes for their writing. Special attention was paid to the text structures used in reading and writing expository text. Teachers' enactment of CSIW was analyzed for its degree of congruence with the developers' vision of writing instruction, and there was significant variation among the teachers in their patterns of enactment that was related to variation in student performance. Those students whose teachers were considered to be "more congruent" (i.e., by enacting the model in ways intended by the developers) had better performance on transfer measures (but not on direct measures of what was taught), compared to students whose teachers used the model in "less congruent" ways. Qualitative data about four teachers support conjectures about relationships among teachers' beliefs about teaching, learning, and writing, their instructional practice, and their students' writing performance. (Four tables of data are included; 46 references are attached.) (Author/RS)
Descriptors: Instructional Effectiveness, Instructional Innovation, Intermediate Grades, Models, Process Approach (Writing), Teacher Attitudes, Teacher Effectiveness, Writing Instruction, Writing Research
Institute for Research on Teaching, College of Education, Michigan State University, East Lansing, MI 48824-1034 ($5.00).
Publication Type: Reports - Descriptive; Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.; National Center for Research on Teacher Learning, East Lansing, MI.