writing as process

Increasing Student Achievement in Writing Through Teacher Inquiry: An Evaluation of Professional Development Impact

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Author: Nancy Robb Singer and Diane Scollay

Summary: Documenting a well-designed experimental study, this article offers clear evidence of the positive impact of teacher-led inquiry on student writing achievement. Teachers in the experimental group participated in inquiry-based professional development to increase understanding and application of effective writing pedagogy in their classrooms. Compared to a control group of teachers, the teacher-inquiry group demonstrated a broader range of writing tasks, longer duration of writing tasks, and explicit strategies to support students in making the reading/writing connection. In addition, students of teachers in the experimental group showed improved achievement in writing on a nationally scored assessment. This article represents an important resource in for leaders planning and/or advocating for an inquiry-based approach to professional development.
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