Third and fourth grade teacher’s classroom practices in writing: a national survey

Brindle, Mary; Graham, Steve; Harris, Karen R.; Hebert, M.

doi:10.1007/s11145-015-9604-x

Cited by 113 publications

(165 citation statements)

References 26 publications

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“…Seventy‐five percent of middle school Chinese teachers in this study indicated that their college preparation was inadequate. This is consistent with prior studies showing that most teachers in middle school and other grades share this opinion about college preparation (Brindle et al., ; Dockrell et al., ; Gilbert & Graham, ; Graham et al., 2104; Ray et al., ), although this is not always the case (Cutler & Graham, ; Veiga Simão et al., ).…”

Section: Discussionsupporting

confidence: 90%

“…Although teachers obtain a qualification certificate to teach in Chinese societies in Asia and are instructed for three or four years at a teacher's college or university (Magaziner, ; OECD, ), courses taken by prospective middle school teachers mostly focus on subject matter, not on how to teach (J. Zhou, ). This is similar to reports in other countries, such as the United States, where teachers in middle school and other grades reported taking almost no course work on how to teach writing (e.g., Brindle, Harris, Graham, & Hebert, ; Graham et al., ). Such findings have led to concerns that many colleges across the globe are not adequately preparing teachers to teach writing (Graham & Rijlaarsdam, ).…”

Section: Research Questions and Hypothesessupporting

confidence: 85%

“…A 218‐item survey (see the Appendix, which is available as supporting information for the online version of this article) was administered to all participants. Items were drawn from instruments previously used to survey writing practices and PD in the United States, China, Macao, and Taiwan (e.g., Brindle et al., ; Graham, Harris, Fink, & MacArthur, ; Hsiang & Graham, ; Ray et al., ; Wong & C.K. Wong, ; Wong & C.S.…”

Section: Methodsmentioning

confidence: 99%

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Teaching Writing in Grades 7–9 in Urban Schools in Chinese Societies in Asia

Hsiang

Graham

Wong

2017

Reading Research Quarterly

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A random sample of 1,313 grades 7-9 Chinese language arts teachers in Shanghai, Hong Kong, Macao, and Taipei were surveyed about their instructional writing practices. When asked about their college, inservice, and personal preparation, three out of four teachers indicated that they were poorly prepared to teach writing. They were slightly positive about themselves and writing, their students and writing, and their effectiveness as writing teachers. Textbooks, school guidelines, national standards, and high school entrance exams played a prominent role in shaping how they taught writing, but a sizable minority of teachers indicated that they mostly designed their own writing program. Writing classes occurred infrequently, as just one in six teachers held a class more often than once every two weeks. Teachers used evidence-based practices, but such procedures were typically applied only once a month. Students completed a broad range of writing activities during the school year and applied a variety of revising and planning procedures. Consistent with sociocultural theory, teachers from the four locations evidenced differences on almost every variable studied, although the observed differences were mostly a matter of degree (i.e., teachers applied certain practices more or less frequently). Teachers' preparation, beliefs about writing, and frequency of writing classes predicted their instructional practices and how frequently students engaged in specific writing activities. W riting is a versatile tool. People use it to record information, communicate, persuade, socialize, learn, create imaginary worlds, and explore who they are (Graham, 2006). In most countries today, writing is essential to success at school and work (e.g.,

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Section: Discussionsupporting

confidence: 90%

Section: Research Questions and Hypothesessupporting

confidence: 85%

Section: Methodsmentioning

confidence: 99%

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Teaching Writing in Grades 7–9 in Urban Schools in Chinese Societies in Asia

Hsiang

Graham

Wong

2017

Reading Research Quarterly

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“…These activities included class discussions focused on text comprehension, lessons on literary elements, completing graphic organizers, and previewing assessment criteria. In line with previous research (Brindle, Graham, Harris, & Hebert, ; Graham, McKeown, Kiuhara, & Harris, ), few teachers modeled writing a response.…”

Section: Student Work Analyzedsupporting

confidence: 81%

Written Feedback to Support Students’ Higher Level Thinking About Texts in Writing

Wang¹,

Matsumura²,

Correnti³

2017

The Reading Teacher

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Supporting upper elementary students’ higher level (i.e., analytic) thinking about texts in writing is a challenge for many teachers, in large part because what it means to analyze text is not well defined and because this skill is a relatively new expectation in elementary grades. In this article, the authors clarify the goal of three common types of writing assignments that guide students to apply higher level thinking: analysis of literary elements, comparing and contrasting, and interpreting theme. The authors identify some common ways that students’ responses can fall short of the intended thinking demands and offer suggestions for written feedback that teachers can give to get students back on track.

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“…Research has shown that mnemonic devices help students improve their writing (see, e.g., Graham & Harris, ). Calling out these features of evidence use also serves teachers as they implement evidence‐based writing instruction, particularly as they model good responses, discuss criteria for excellent work, and provide formative feedback on drafts of students’ essays (Brindle, Graham, Harris, & Hebert, ; Graham, Harris, & Santangelo, ).…”

Section: Questions To Support Effective Use Of Text Evidencementioning

confidence: 99%

Making a CASE: Improving Use of Text Evidence in Students’ Writing

Wang¹,

Matsumura²,

Correnti³

2016

Read Teach

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Recent English Language Arts standards emphasize teaching students to use text evidence to support their claims and opinions; yet, students often struggle to do so effectively in their writing. To help students develop this skill, clearer understanding of what effective evidence use entails and targeted feedback to guide students’ writing improvement are needed. This article describes four criteria to focus on when helping students use text evidence to support their claims or make a case in their writing. The criteria focus on the extent to which the evidence is complete, accurate, specific, and explained (CASE).

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Third and fourth grade teacher’s classroom practices in writing: a national survey

Cited by 113 publications

References 26 publications

Teaching Writing in Grades 7–9 in Urban Schools in Chinese Societies in Asia

Teaching Writing in Grades 7–9 in Urban Schools in Chinese Societies in Asia

Written Feedback to Support Students’ Higher Level Thinking About Texts in Writing

Making a CASE: Improving Use of Text Evidence in Students’ Writing

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