Literaturnachweis - Detailanzeige
| Autor/inn/en | Nurss, Joanne R.; Abbott-Shim, Martha; McCarty, Frances; Hicks, Delyne |
|---|---|
| Titel | Writing in the Transition Classroom: Results of an Effective Staff Development Plan. |
| Quelle | (1998), (25 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Comparative Analysis; Curriculum Development; Faculty Development; Grade 3; Inservice Teacher Education; Instructional Effectiveness; Primary Education; Writing Improvement; Writing Instruction |
| Abstract | Writing samples from third grade classrooms in one site of the National Head Start/Public School Transition Demonstration Project were examined using a process scoring scheme providing holistic, text-level, and sentence-level writing scores. The children in the Demonstration third grade classrooms (both Transition study and non-study children) made significant gains in writing when contrasted with children in the Comparison classrooms. The extensive staff development and curriculum modifications provided for teachers in the Transition schools over the four years of the project had a positive effect on the writing instruction for all children. The staff development program was an on-going process using modeling, practice, structured and open-ended feedback. Teacher use of a developmental continuum of process writing behaviors was the focus for follow-up staff development sessions. The extensive, "hands-on" staff development resulted in increased writing proficiency of the third grade children in these schools. Contains 13 references, and 3 tables and a figure of data. (Author/RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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