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ERIC Number: EJ872950
Record Type: Journal
Publication Date: 2010-Apr
Pages: 8
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Contextualising Practice: Hallmarks of Effective Teachers of Writing
Parr, Judy M.; Limbrick, Libby
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n3 p583-590 Apr 2010
This study identifies practices of effective teachers of writing. Three schools with significantly higher achievement in an area that underperforms nationally were identified and within them teachers whose students exhibited superior progress were selected. Multiple data collection methods included lesson observation, analysis of the classroom environment, teacher and student interviews and teacher documentation. Common was a commitment to formative assessment practices and classroom environments supportive of student literacy learning. Hallmarks of teachers whose students showed a greater awareness of their learning were a sense of purpose and meaningfulness; of coherence or connectedness and of being consistent and systematic. This paper argues that student achievement in writing is likely to be higher when teachers exhibit strengths in these hallmarks.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A