Teaching writing to middle school students: a national survey

A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing practices, assessment of writing, use of technology,...

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Bibliographic Details
Published in:Reading & writing 2014-07, Vol.27 (6), p.1015-1042
Main Authors: Graham, Steve, Capizzi, Andrea, Harris, Karen R., Hebert, Michael, Morphy, Paul
Format: Article
Language:English
Subjects:
Beliefs
Best Practices
Computer Assisted Instruction
Education
Evaluation Methods
Language and Literature
Language Arts
Linguistics
Literacy
Middle School Students
Middle School Teachers
Neurology
Polls & surveys
Program Effectiveness
Psycholinguistics
Quality of education
Reading Skills
Science Teachers
Secondary schools
Social Sciences
Social Studies
Student Needs
Student writing
Teacher Attitudes
Teacher Education
Teacher Role
Teacher Surveys
Teachers
Teaching Methods
Technology Uses in Education
Writing
Writing Difficulties
Writing Instruction
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Summary:A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing practices, assessment of writing, use of technology, and adaptations for struggling writers. The findings from this survey raised concerns about the quality of middle school writing instruction. Many teachers believed their preservice and inservice preparation to teach writing was inadequate. Middle school students spend little time writing or being taught how to write. While most teachers used a variety of evidenced-based writing practices and made adaptations for struggling writers, such methods were applied infrequently. Most teachers did not appear to use assessment data to shape how they taught writing, and computers played a relatively minor role in middle school writing instruction. Even though teachers generally agreed that writing was a collective responsibility, language arts teachers placed a greater emphasis on writing instruction than social studies and science teachers.
ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-013-9495-7