Download or read book Impact Evaluation of National Writing Project Professional Development Program written by H. Alix Gallagher and published by . This book was released on 2014 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving teacher effectiveness is a key strategy to ensure student readiness for college and careers and to address achievement gaps and persistent low performance. In response to the new Common Core State Standards for English Language Arts (CCSS-ELA) the National Writing Project (NWP) created a professional development (PD) program to support third-, fourth-, and fifth-grade teachers with their writing instruction. In partnership with the NWP, researchers sought to study the implementation of the program, estimate its effects, understand how context affected implementation, and provide formative feedback about the program. This study had four primary research questions: (1) Was the PD program implemented with fidelity?; (2) What impact did the PD program have on teacher practice?; (3) What impact did the PD program have on student writing?; and (4) How did contextual factors influence teachers' uptake of new ideas in their classrooms? The NWP is a network of approximately 200, university-based Local Writing Project (LWP) sites that deliver PD throughout the country. LWP sites share a common model that includes university faculty working in collaboration with K-12 expert teachers. The NWP received a Supporting Effective Educator Development (SEED) grant in 2012. The NWP issued an RFP to LWP sites interested in participating in the SEED program and evaluation and actively recruited sites that had a track record of providing intensive in-service PD with elementary teachers and experience in high-need schools. NWP launched the program in partnership with 14 LWP sites, located in 13 states, including 7 in the South, 3 in the Midwest, 2 in the West. The evaluation was designed as a cluster randomized controlled trial in which schools were assigned to either the treatment or control condition. LWP sites identified at least one pair of high-poverty schools, defined as a school in which at least 50% of students are from low-income families. The 14 LWP sites recruited 22 pairs of elementary schools for the study. During the winter of 2013, one school attrited; researchers dropped its matched pair, resulting in a final sample of 13 LWP sites and 42 schools (21 pairs). The SEED program targeted all third-, fourth-, and fifth-grade teachers in program schools. To measure program impacts on students, researchers administered on-demand writing prompts to all students in mainstream third-, fourth-, and fifth-grade classes in both program and control schools in the fall of 2012 and spring of 2013. Despite the research-based attributes of the SEED PD (see Yoon et al., 2007) and its influences on program school teachers' instructional practices, SEED PD did not impact student argument writing as measured by on-demand prompts scored on the National Writing Project's AWC. Tables and figures are appended.
Download or read book Impact Evaluation of the National Writing Project s College Ready Writing Project in High Poverty Rural Districts written by H. Alix Gallagher and published by . This book was released on 2016 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: Writing is an essential skill for participating in modern American society. Although it is crucial to careers and civic engagement, student writing falls far short of national expectations (College Board, 2004; NCES, 2012; Persky, Daane, & Jin, 2003). The Common Core State Standards (CCSS) seek to increase the rigor of writing instruction students receive and also to increase the proportion of instruction focused on students' abilities to write argument and informational text because of their importance for success in college and careers (Calkins, Ehrenworth, & Lehman, 2012; Rothman, 2011; Cutler & Graham, 2008). With these new and loftier goals for student writing outcomes, practitioners and program developers are seeking guidance on how to help teachers work with students to obtain them. Teacher professional development is a logical approach. Well developed theory about instructional capacity (e.g., Cohen and Ball, 1999) suggests that student learning is produced by the interactions between teachers, students, and educational material. As a result, programs that combine professional development and aligned curriculum may be more likely to change teacher practice enough to improve student outcomes. In this context, the National Writing Project (NWP) won an Investing in Innovation (i3) grant to provide professional development to secondary teachers in rural districts with the goal of improving teachers' ability to teach to Common Core writing standards and ultimately students' writing proficiency. This paper presents a district-randomized controlled trial that found positive impacts of the NWP's College-Ready Writers Program (CRWP) using a validated measure of students' text-based argument writing as the outcome measure. This study adds rigorous experimental evidence to a body of literature that indicates that professional development that focuses on more than one aspect of instructional capacity--in this case, CRWP attended to both teachers and instructional materials--is more likely to lead to meaningful student learning. As such, the findings presented here have important implications for practitioners, policymakers, and program developers. Tables and figures are appended. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.].
Download or read book Inside the National Writing Project written by Ann Lieberman and published by Teachers College Press. This book was released on 2003 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Writing Project has become one of the most influential and longest lasting professional development programs in the history of the United States. With 175 school/university sites in 49 states, it has the reputation of being a career-altering professional development experience. This volume looks at the National Writing Project, analyzes what makes it so successful, and shows how other professional development efforts can learn from it.
Download or read book Writing Rhetorically written by Jennifer Fletcher and published by Taylor & Francis. This book was released on 2023-10-10 with total page 448 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Writing Rhetorically: Fostering Responsive Thinkers and Communicators, author Jennifer Fletcher aims to cultivate independent learners through rhetorical thinking. She provides teachers with strategies and frameworks for writing instruction that can be applied across multiple subjects and lesson plans. Students learn to discover their own questions, design their own inquiry process, develop their own positions and purposes, make their own choices about content and form, and contribute to conversations that matter to them. Inside this book, Fletcher helps remove some of the scaffolding and explains how to put in practice some methods which can successfully foster: Inquiry, Invention, and Rhetorical Thinking Writing for Transfer Paraphrasing, Summary, Synthesis, and Citation Skills Research Skills and Processes Evidence-Based Reasoning Rhetorical Decision Making Rhetorical decision making helps students develop the skills, knowledge, and mindsets needed for transfer of learning: the ability to adapt and apply learning in new settings. The more choices students make as writers, the better prepared they are to analyze and respond to diverse rhetorical situations. Writing Rhetorically shows teachers what it looks like to dig into real texts with students and novice writers and how it develops them for lifelong learning.
Download or read book The National Writing Project Evaluation Portfolio written by Bay Area Writing Project and published by . This book was released on 1983 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Rewriting written by Joseph Harris and published by University Press of Colorado. This book was released on 2006-07-15 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: What are the moves that an academic writer makes? How does writing as an intellectual change the way we work from sources? In Rewriting, a textbook for the undergraduate classroom, Joseph Harris draws the college writing student away from static ideas of thesis, support, and structure, and toward a more mature and dynamic understanding. Harris wants college writers to think of intellectual writing as an adaptive and social activity, and he offers them a clear set of strategies—a set of moves—for participating in it.
Download or read book Writing Project Professional Development Continues to Yield Gains in Student Writing Achievement Research Brief written by National Writing Project and published by . This book was released on 2010 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Writing Project (NWP) has expanded its national portfolio of research projects conducted at local Writing Project sites to 16 studies that examine professional development, teacher practices, and student writing achievement. NWP sites emphasize common principles of high-quality instruction and the professional development necessary to support it, while the design and delivery of services are negotiated according to local needs, reform priorities, and school conditions. The results of the 16 studies summarized here demonstrate that professional development programs, when designed and delivered by NWP sites and based on these common core principles, have a positive effect on the writing achievement of students across a range of grade levels, schools, and contexts. (Contains 2 figures.).
Download or read book Because Digital Writing Matters written by National Writing Project and published by John Wiley & Sons. This book was released on 2010-10-07 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: How to apply digital writing skills effectively in the classroom, from the prestigious National Writing Project As many teachers know, students may be adept at text messaging and communicating online but do not know how to craft a basic essay. In the classroom, students are increasingly required to create web-based or multi-media productions that also include writing. Since writing in and for the online realm often defies standard writing conventions, this book defines digital writing and examines how best to integrate new technologies into writing instruction. Shows how to integrate new technologies into classroom lessons Addresses the proliferation of writing in the digital age Offers a guide for improving students' online writing skills The book is an important manual for understanding this new frontier of writing for teachers, school leaders, university faculty, and teacher educators.
Download or read book Profiles of the National Writing Project Improving Writing and Learning in the Nation s Schools written by National Writing Project and published by . This book was released on 2002 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Writing Project (NWP) is a professional development program dedicated to improving writing and learning in our nation's schools. To accomplish this goal, the project looks to successful teachers. The NWP institute focuses on these teachers, improving their writing skills. These teachers in turn lead professional development workshops. Contents: -Introduction -Student Achievement Results -Student Writing Samples -A Case for Writing -Key Facts About the NWP.
Download or read book Because Writing Matters written by National Writing Project and published by John Wiley & Sons. This book was released on 2012-06-28 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: This updated edition of the best-selling book Because Writing Matters reflects the most recent research and reports on the need for teaching writing, and it includes new sections on writing and English language learners, technology, and the writing process.
Download or read book Assessing Impact written by Joellen Killion and published by Corwin Press. This book was released on 2017-11-08 with total page 377 pages. Available in PDF, EPUB and Kindle. Book excerpt: Design high-impact professional learning programs with results-based evaluations You want to make sure that the time, effort, and resources you are investing in your professional learning programs is truly making an impact on educator effectiveness and student achievement. Joellen Killion guides you step by step through the rigors of producing an effective, in-depth, results-based evaluation to measure effectiveness and retain stakeholder support. The methods outlined here: Adhere to changes in federal and state policy relating to professional learning and educator development Facilitate the use of extensive datasets crucial for measuring feasibility, equity, sustainability, and impact of professional learning Help you make data-informed decisions and increase quality and results
Download or read book Evaluating Professional Development written by Thomas R. Guskey and published by Corwin Press. This book was released on 2000 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explains how to better evaluate professional development in order to ensure that it increases student learning, providing questions for accurate measurement of professional development and showing how to demonstrate results and accountability.
Download or read book Handbook of Professional Development in Education written by Linda E. Martin and published by Guilford Publications. This book was released on 2015-10-13 with total page 593 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive handbook synthesizes the best current knowledge on teacher professional development (PD) and addresses practical issues in implementation. Leading authorities describe innovative practices that are being used in schools, emphasizing the value of PD that is instructive, reflective, active, collaborative, and substantive. Strategies for creating, measuring, and sustaining successful programs are presented. The book explores the relationship of PD to adult learning theory, school leadership, district and state policy, the growth of professional learning communities, and the Common Core State Standards. Each chapter concludes with thought-provoking discussion questions. The appendix provides eight illuminating case studies of PD initiatives in diverse schools.
Download or read book Qualitative Inquiry written by Lynn Butler-Kisber and published by SAGE. This book was released on 2010-02-17 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: Qualitative Inquiry unites the basics of research design in qualitative research with the practice of analysing qualitative data. This textbook addresses the theory and practice of choosing and designing a qualitative approach and methodological and analytical ramifications that follow from making such choices. It aims to set out the theoretical underpinnings behind different methodological choices and to help students then follow up on (and interrogate) such approaches. Qualitative Inquiry is the ideal starting point for students on research training courses who have opted to develop a qualitative research project. In it, Butler-Kisber introduces students to theory and then demonstrates this theory in practice by showing how a project is actually designed and actually analysed. This book examines theory, method and interpretation in a way that is meaningful to students and new researchers, as well as discussing newer, more avant-garde, developments in qualitative research in arts-based inquiry. It is essential reading for students who are seeking to make sense of their research and their developing theoretical standpoints.
Download or read book Departments of Labor and Health and Human Services Education and Related Agencies Appropriations written by United States. Congress. Senate. Committee on Appropriations and published by . This book was released on 2007 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The National Writing Project written by United States. Congress. Senate. Committee on Appropriations. Subcommittee on Departments of Labor, Health and Human Services, Education, and Related Agencies and published by . This book was released on 2001 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Influences of Writing Project Involvement on the ProfessionalDevelopment of Teachers written by Barbara Dondiego Holmes and published by . This book was released on 2009 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: Writing is a powerful learning tool that allows students to connect critical thinking across the curriculum. Good writing skills are necessary for students to succeed in higher education and on the job. Teachers, however, are avoiding teaching writing, in part because it has not been included until recently in high stakes testing, and in part because they may not understand how to teach writing and how to grade it. Central West Virginia Writing Project, a site of the National Writing Project, conducts an annual Invitational Summer Institute for teachers of grades K-Adult to teach teachers to teach writing across the curriculum. This 20-month qualitative study examined ways in which the 2007 Summer Institute influenced the professional development of 11 teachers who represented grades k-12 in ten schools within two county school districts. The study addressed five questions: participants' perception of writing project professional development, influences of the professional development program on teacher classroom practice, the extent to which participants perceived the Summer Institute program as fitting parameters of quality as defined by Backus, factors that might be useful to other designers of professional development, and the perceived enthusiasm that participants showed toward writing project professional development. It included emerging themes of technology use in the classroom, influences of school administrators, and teacher growth as peer leaders. The study found that writing project professional development was effective for some but not all participants. It inferred that the program fit parameters of quality, and that certain essentials of design and implementation may be useful for other providers of teacher in-service. It found six elements that appeared to influence the positive feelings reported by participating teachers for this professional development even if they did not transfer desired content to their classrooms. It also demonstrated the appropriateness of a collaborative, qualitative study such as this for researching questions of teacher practice. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
