NotesFAQContact Us
Search Tips
ERIC Number: ED436004
Record Type: Non-Journal
Publication Date: 1998-Sep
Pages: 25
Abstractor: N/A
Reference Count: N/A
Writing in the Transition Classroom: Results of an Effective Staff Development Plan.
Nurss, Joanne R.; Abbott-Shim, Martha; McCarty, Frances; Hicks, Delyne
Writing samples from third grade classrooms in one site of the National Head Start/Public School Transition Demonstration Project were examined using a process scoring scheme providing holistic, text-level, and sentence-level writing scores. The children in the Demonstration third grade classrooms (both Transition study and non-study children) made significant gains in writing when contrasted with children in the Comparison classrooms. The extensive staff development and curriculum modifications provided for teachers in the Transition schools over the four years of the project had a positive effect on the writing instruction for all children. The staff development program was an on-going process using modeling, practice, structured and open-ended feedback. Teacher use of a developmental continuum of process writing behaviors was the focus for follow-up staff development sessions. The extensive, "hands-on" staff development resulted in increased writing proficiency of the third grade children in these schools. Contains 13 references, and 3 tables and a figure of data. (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A