A Research Synthesis on Effective Writing Instruction in Primary Education

Smedt, Fien De; Keer, Hilde Van

doi:10.1016/j.sbspro.2014.01.1219

Cited by 16 publications

(7 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Teachers should create diverse blogs on digital media, share their writings and present web-based writing applications to their students. Additionally, strategy teaching and collaborative writing processes must be integrated with ICT (Smedt & Keer, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…In order to maximize the writing performance of our students, there is a need for teaching practices that combine ICT [Information and Communications Technology] and cooperative writing. Students who write on a computer are more involved in peer work and share their work more easily with each other (Smedt & Keer, 2014). Despite the potential value added, ICT has not yet become an indivisible part of teaching writing (Cutler & Graham, 2008).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Investigation of Writing Habits of Primary School Teachers

Sulak¹

2018

iejee

View full text Add to dashboard Cite

Primary school holds an important place in the acquisition of writing skills. Writing attitudes and habits of teachers are influential in writing education provided by primary school teachers during this period. This study aims to examine the writing habits of primary school teachers. To this end, writing habits of teachers were investigated in terms of the use of writing skills in daily life, types of writing texts, contribution of writing to the professional life, teacher participation in classroom writing activities and digital medias where teachers write. The case study, a qualitative research method, was used in the study. Participants of the study consisted of 35 primary school teachers who worked in primary schools in Bartın (n= 22) and Ordu (n= 14). The semi-structured interview form created by taking the expert opinion was used in the research as the data collection tool. The obtained data were analyzed using descriptive analysis technique. In the study, it was found that 57% of primary school teachers did not use writing skills in their daily life or that they used writing skills occasionally, used writing skills the most in taking notes or poetry, 61% of them participated in classroom writing activities and used Word and social media to write on digital platforms.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Investigation of Writing Habits of Primary School Teachers

Sulak¹

2018

iejee

View full text Add to dashboard Cite

show abstract

“…Authentic evaluative activities, enacted through peer feedback and student self-monitoring, can support writers to assess the value and efficacy of the texts they are composing while they are being created (Hout and Perry, 2009;Topping, 2010). For younger writers in particular writing also relies on technical skills such as capability with handwriting, spelling, and grammar (De Smedt and Van Keer, 2014), and these aspects also need to be developed.…”

Section: Theoretical Background and Framingmentioning

confidence: 99%

An Ecological Approach to Understanding Assessment for Learning in Support of Student Writing Achievement

Cowie

Khoo

2018

Front. Educ.

View full text Add to dashboard Cite

In this paper, we report on a project conducted in a New Zealand primary school that aimed to enhance the writing achievement of primary school boys who were achieving just below the national standard for their age or level through the use of peer feedback and information and communication technologies (ICTs). The project involved a teacher collaborative inquiry approach where all seven teachers in the school and the school principal participated to achieve the project aim. We adopt an ecological approach as a lens to offer a holistic and comprehensive view of how peer assessment and use of ICTs can be facilitated to improve writing achievement. Data were collected through teacher interviews and written reflections of practice and student learning, teacher analysis of student work, team meeting notes, classroom observations, and student focus group interviews. Findings from the thematic analysis of textual data illustrate the potential of adopting an ecological approach to consider how teacher classroom practices are shaped by the school, community, and wider policy context. At the classroom level, our ecological analysis highlighted a productive synergy between commonplace writing pedagogy strategies and assessment for learning (AfL) practices as part of teacher orchestration of an ensemble of interdependent routines, tools, and activities. Diversity, redundancy, and local adaptations of resources to provide multiple pathways and opportunities-social and material and digital-emerged as important in fostering peer assessment and ICT use in support of writing achievement. Importantly, these practices were made explicit and taken up across the school and in the parent community because of whole staff involvement in the project. The wider policy context allowed for and supported teachers developing more effective pedagogy to impact student learning outcomes. We propose that an ecological orientation offers the field a productive insight into the contextual dynamics of AfL as classroom practice that is connected to the wider community and that has long-term value for developing student independence and learning outcomes.

show abstract

“…Hudson & Shapiro, 1991. Όμως, η ανάγνωση καλοδομημένων ιστοριών, οι εύληπτες και λειτουργικές οπτικές διευκολύνσεις, η διαφοροποίηση του τρόπου ανάγνωσης για να εξυπηρετεί τις αλληλεπιδραστικές ανάγκες μιας τόσο δύσκολης άσκησης όπως η παραγωγή φανταστικών ιστοριών, η εισαγωγή τεχνικών όπως της μοντελοποίησης και της φωναχτής σκέψης και η ευέλικτη παρουσία του/της εκπαιδευτικού ο/η οποίος/α διαδραματίζει ποικίλους ρόλους, ανάλογα με τις ανάγκες των παιδιών, βοηθούν τα παιδιά να προσεγγίσουν τις εν δυνάμει δυνατότητές τους (De Smedt & Van Keer, 2014. Pentimonti & Justice, 2009.…”

Section: συζήτησηunclassified

Η Ενίσχυση Της Ικανότητας Αφήγησης Φανταστικών Ιστοριών Παιδιών Προσχολικής Ηλικίας

Βρετουδάκη

Τάφα

2018

Dial

View full text Add to dashboard Cite

Σκοπός της παρούσας εργασίας ήταν να εξετάσει την επίδραση ενός προγράμματος παρέμβασης για την ενίσχυση της κατανόησης του δομικού πλαισίου των ιστοριών σε παιδιά προσχολικής ηλικίας με στόχο την παραγωγή φανταστικών ιστοριών. Το δείγμα της μελέτης αποτέλεσαν 56 παιδιά ηλικίας 5-6 ετών τα οποία φοιτούσαν σε 5 τάξεις νηπιαγωγείων της πόλης των Χανίων στην Κρήτη. Τα παιδιά του δείγματος χωρίστηκαν σε δύο ομάδες, μία πειραματική και μία ομάδα ελέγχου. Το πρόγραμμα εφαρμόστηκε μία φορά την εβδομάδα για 8 εβδομάδες. Στα παιδιά της πειραματικής ομάδας διαβάστηκαν 8 βιβλία με αφηγηματικά κείμενα. Σε κάθε συνεδρία, μετά την ανάγνωση του βιβλίου, εφαρμόστηκε μια πολυεπίπεδη στρατηγική μέσω της οποίας τα παιδιά εκπαιδεύτηκαν στην κατανόηση της δομής της ιστορίας και στην παραγωγή φανταστικών ιστοριών. Στα παιδιά της ομάδας ελέγχου διαβάστηκαν τα ίδια 8 βιβλία χωρίς να εφαρμοστεί κάποιο συγκεκριμένο πρόγραμμα ενίσχυσης του δομικού πλαισίου των ιστοριών. Τα αποτελέσματα έδειξαν ότι η στρατηγική που εφαρμόστηκε στο πρόγραμμα παρέμβασης βελτίωσε σημαντικά την ικανότητα των παιδιών της πειραματικής ομάδας να κατανοήσουν τα δομικά στοιχεία των ιστοριών και να παράγουν πιο οργανωμένες φανταστικές ιστορίες από ότι τα παιδιά της ομάδας ελέγχου. Επιπλέον, τη μεγαλύτερη βελτίωση στην παραγωγή φανταστικών ιστοριών την παρουσίασαν τα παιδιά που είχαν χαμηλό βαθμό επίδοσης στα αφηγηματικά κριτήρια. Τέλος, η βελτίωση των παιδιών διατηρήθηκε και μετά την είσοδό τους στο δημοτικό σχολείο.

show abstract

A Research Synthesis on Effective Writing Instruction in Primary Education

Cited by 16 publications

References 50 publications

Investigation of Writing Habits of Primary School Teachers

Investigation of Writing Habits of Primary School Teachers

An Ecological Approach to Understanding Assessment for Learning in Support of Student Writing Achievement

Η Ενίσχυση Της Ικανότητας Αφήγησης Φανταστικών Ιστοριών Παιδιών Προσχολικής Ηλικίας

Contact Info

Product

Resources

About