A rationale for integrating writing into secondary content area classrooms: Perspectives from teachers who experience the benefits of integrating writing frequently
Abstract:Teachers navigate ongoing accountability pressures that target writing in each content area, yet little is understood about their experiences with or their rationales for integrating writing into content area lessons. While previous research describes writing in U.S. secondary classrooms and explains barriers to writing integration, this study investigates teacher decision making to determine why teachers in various content areas are integrating writing. Using a multicase study design, we explored teacher refl… Show more
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