Impact of the National Writing Project's College-Ready Writers Program in High-Need Rural Districts

Autor/inn/en	Gallagher, H. Alix; Arshan, Nicole; Woodworth, Katrina
Titel	Impact of the National Writing Project's College-Ready Writers Program in High-Need Rural Districts
Quelle	In: Journal of Research on Educational Effectiveness, 10 (2017) 3, S.570-595 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2017.1300361
Schlagwörter	Writing Instruction; Program Effectiveness; National Programs; College Readiness; Rural Schools; School Districts; Poverty; Disadvantaged Schools; Persuasive Discourse; Randomized Controlled Trials; Faculty Development; Writing Evaluation; Student Evaluation; Formative Evaluation; Alignment (Education); Academic Standards; Language Arts; Secondary School Students; Experimental Groups; Control Groups; Outcomes of Education; Writing Skills; Program Descriptions; Program Implementation; Alabama; Arizona; Arkansas; Louisiana; Mississippi; Missouri; New York; Oklahoma; South Carolina; Tennessee + Suchen Sie Ihr Suchwort? Schreibunterricht; nicht übertragen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Armut; Persuasion; Persuasive Kommunikation; Schulnote; Studentische Bewertung; Sprachkultur; Sekundarschüler; Lernleistung; Schulerfolg; Writing skill; Schreibfertigkeit
Abstract	By 2013, all 50 states and the District of Columbia had adopted college- and career-ready standards in English language arts and mathematics, placing a greater emphasis on argument writing to prepare students for life after high school. Solving the specific problem of how to help teachers teach to new standards for argument writing as well as the broader problem of improving teaching and learning requires continued efforts to understand how to support teachers in making substantial changes in instruction. This paper reports on a district-randomized controlled trial of the National Writing Project's College-Ready Writers Program (CRWP), implemented in high-need rural districts in 10 states, testing one instance of professional development paired with supporting curricular resources and a formative assessment tool designed to shift instruction to align with the new college- and career-ready standards in English language arts classes in Grades 7-10. Researchers randomly assigned 44 rural districts either to receive two years of CRWP or to be in a business-as-usual control group and found positive impacts on teacher practice and student source-based argument writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01