Changing Teacher Behavior and Improving Student Writing Achievement

Autor/inn/en	Tienken, Christopher H.; Achilles, Charles M.
Titel	Changing Teacher Behavior and Improving Student Writing Achievement
Quelle	In: Planning and Changing, 34 (2003) 3-4, S.153-168 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0032-0684
Schlagwörter	Teacher Behavior; Writing Achievement; Writing Tests; Writing (Composition); Teacher Competencies; Teaching Methods; Faculty Development; Teacher Influence; Comparative Analysis; Writing Instruction; Essays; Grade 4; Elementary School Teachers; Federal Legislation; Educational Legislation; Student Characteristics; Teacher Characteristics; Scoring Rubrics; Cognitive Abilities Test + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Writing test; Schreibtest; Schreibübung; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Essay; Aufsatzunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bundesrecht; Bildungsrecht; Schulgesetz; Scoring formulas; Auswertungsbogen
Abstract	The purpose of this empirical study was to determine if there was a measurable difference on the content and organization portion of a narrative writing test by a sample of students taught by teachers who received professional development (PD) as compared to students whose teachers did not have this training and thus their students did not receive this level of instruction. The PD trained teachers how to provide instruction to students in using the criteria contained within the New Jersey Registered Holistic Rubric and a set of higher-order reflective questions as self-assessment and reflection devices when composing, revising, and editing narrative essays. Results of the study suggest that carefully planned, small-group PD implemented with an awareness of change processes can be empirically tested and (a) change the instructional practices for teachers and (b) positively impact student achievement. (Contains 6 tables.) (ERIC).
Anmerkungen	Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10