ERIC Number: EJ1084264
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Reference Count: 81
Academic Standards for Writing: To What Degree Do Standards Signpost Evidence-Based Instructional Practices and Interventions?
Troia, Gary A.; Olinghouse, Natalie G.; Mo, Ya; Hawkins, Lisa; Kopke, Rachel A.; Chen, Angela; Wilson, Joshua; Stewart, Kelly A.
Elementary School Journal, v116 n2 p291-321 Dec 2015
Though writing plays an important role in academic, social, and economic success, typical writing instruction generally does not reflect evidence-based practices (EBPs). One potential reason for this is limited signposting of EBPs in standards. We analyzed the content of writing standards from a representative sample of states and the Common Core State Standards (CCSS) for writing and language to determine to what degree EBPs were signposted, variability of this signposting, and the overlap of practices signposted in states' standards and the CCSS. We found a few practices signposted fairly consistently (e.g., isolated components of writing process instruction) and others rarely so (e.g., use of text models), as well as great variability across standards, with some covering almost half of the EBPs and others far fewer. Only a few states' writing standards overlapped considerably with the CCSS. We discuss the implications of these findings for teacher professional development and for evaluating standards.
Descriptors: Academic Standards, Writing Instruction, Evidence Based Practice, Common Core State Standards, Professional Development, Elementary Secondary Education, Coding, Meta Analysis, Literature Reviews
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: email@example.com; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Secondary Education
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Alabama; Arkansas; California; Colorado; Florida; Indiana; Massachusetts; Minnesota; Mississippi; Nevada; Ohio; Tennessee; Texas; Wisconsin
IES Funded: Yes
Grant or Contract Numbers: R305A100040