ERIC Number: EJ1262040
Record Type: Journal
Publication Date: 2020
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
EISSN: N/A
A Yearlong, Professional Development Model on Genre-Based Strategy Instruction on Writing
Traga Philippakos, Zoi A.
Journal of Educational Research, v113 n3 p177-190 2020
The purpose of the study was to (a) design and examine the effects of a yearlong professional development model on the writing quality of 3rd to 5th graders across genres and on their teachers' confidence, and (b) to make revisions based on results and teacher's feedback. Participants were 11 teachers, 273 students, and a principal. The study had a one-year duration, and instruction was based on genre-based strategy instruction for the genres of opinion, story, and compare-contrast. Data were collected across the academic year, and results showed that students' writing quality improved across genres taught during the academic year while there were no gender differences on performance. Teachers expressed challenges regarding time to teach writing and meet with peer. Further they shared the need to be provided with quality resources and continuous PD. Revisions for Cycle 2 are included and implications for research and practice are further discussed.
Descriptors: Writing Instruction, Teaching Methods, Literary Genres, Faculty Development, Feedback (Response), Elementary School Students, Revision (Written Composition), Writing Improvement, Gender Differences, Elementary School Teachers, Reading Writing Relationship, Writing Across the Curriculum
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A