Teaching Secondary Writing to Diverse Learners in an Age

of Accountability: Challenges and Implications for Professional Development

Mary A. Avalos, Xuchilt Perez, Vanessa ThorringtonUniversity of Miami

Literacy Research AssociationDecember 2, 2015

Study RationaleO >70% of 8th and 12th graders write below

“proficient” levels (NCES, 2012)

O Race/ethnicityO GenderO Geographic location

O Dearth of observation studies for secondary writing instructionO Diverse students = those attending urban public

schools who differ in culture, language, and/or socioeconomic status from the majority White teaching population (Burstein & Cabello, 1989)

O Teachers of diverse students have specific PD needs, but limited experimental evidence of what works well (Knight & Wiseman, 2005; Calderón, 2009)

O Common Core State Standards

What do we know about diverse populations and secondary writing ?

O Generally receive instruction that differs from what is expected and valued in college (Kibler, 2013; Patterson & Duer, 2006)

O May need integrated and explicit instruction (Brisk, 2015; de Oliveira & Silva, 2013; Delpit, 1987, 1988; Fang & Schleppegrell, 2010; Harman & Simmons, 2014; Langer, 2001)

O English learners and non-ELs approach composing differently (Beck, Llosa, & Frederick, 2013)

O Need authentic, purposeful assignments that connect with life outside of school (Albertini, 2008; Hagemann, 2001)

O Teachers whoO make content connections across the curriculum O teach explicit evaluation procedures/expectations, O emphasize deep conceptual learning,O integrate skill instruction, and O allow for group work

have been successful with diverse learners’ writing instruction (Langer, 2001)

Research Questions

O What is the nature of and challenges associated with secondary English writing instruction for diverse learners in an age of accountability and high stakes testing?”

O What are the implications for professional development based on these challenges?

MethodsO Participants: 4 high school English teachers

O Teaching experience: 3, 5, 23, 24 yearsO Attended local summer Writing Institute (2 weeks)

O Data SourcesO Video recorded lessons (n=19)O Teacher Interviews (pre/post)

O Teachers’ perceptions of themselves as writers and writing teachers, actual and ideal writing instruction, areas of strength/challenges as writing teachers for diverse learners

O Demographic questionnaireO Certification pathways, teaching experience, previous

writing PD or graduate courses

O ProceduresO Video observation protocol: Instructional Format,

Instructional Approach (adapted from Foorman et al., 2004 and Graham & Perrin, 2007)

O Grounded Theory (Charmaz, 2006; Glaser & Strauss, 1967)

Writing Lessons Observed

Genre Teacher A24 yrs.

Teacher B5 yrs.

Teacher C3 yrs.

Teacher D23 yrs.

Narrative 6

 1

 1

 1

Poetry 0  1

 2

 2

Persuasion 0  0

 0

 1

Argument 0

 2

 1

 1

Lessons Observed

 6

 4

 4

 5

Writing Observation Protocol

Writing Next Modified Definitions of Coded Practices for Instructional Approach

Summarization -Explicit instruction of how to summarize a text/discourse.

Specific Product Goals

-Explicit instruction of how to organize writing (topic sentence, supporting details, paragraph formation, other).

Pre-Writing orProcess Writing

-Teacher instruction of how to Brainstorm, Plan, Edit/Correct, Share (read draft aloud), Publish (formally present final draft).

Study of Models -Study of models (i.e., mentor texts) to provide a general example for students to emulate. Instruction is contextualized within mentor text or previous student work to serve as foundation for writing assignment.

Grammar Instruction 

-Explicit grammar instruction (i.e., parts of speech, sentence structure)—Decontextualized (traditional) or Contextualized within student work or mentor text to provide meaningful instruction.

Sample Interview QuestionsO In an ideal world, what is your ideal approach to

teaching writing to all students?O In this ideal setting, what kinds of feedback would you

provide your students on their writing? O Share with me the things that inhibit you from

teaching writing according to your ideal approach?

O Would you change anything about the way you teach writing? If so, what would be the first thing that would be, and what would be needed to make this change?

O Tell me about your targeted students (list them) and the progress you saw them make this year with their writing proficiency. O What do you think facilitated or hindered his/her

progress in writing?

Findings: ObservationsTheme

Teachers prepared students to write by…

Teacher A

24 yrs.

Teacher B

5 yrs.

Teacher C

3 yrs.

Teacher D

23 yrs.

Product orientation–explains purpose of the writing assignment and/or teacher expectations for completed assignment.

 

 

 

 

Process orientation–emphasizes or models planning and drafting/revising processes during instruction.

     

 

Topic Knowledge–builds topic knowledge for writing assignment through discussion or instructional conversations.

     

 

Text Structure–instructing about genre students were expected to write.

 

   

 

Language as a tool for writing–defining, and/or having students apply to their own writing, ways in which language may be used to develop more complex sentences, imagery, or other literary devices.

 

     

Writing for the test–instructing how students should write to pass a writing test.

 

   

 

Findings: InterviewsOThemes for challenges

OTime and TestingOTest PreparationONarrowed Curriculum

OGrammar Knowledge

Findings: Observations and Interviews

O Teaching WritingO Process writing takes timeO Limited integration of the language arts for

instructionO Mentor texts used implicitlyO Largest percent of observation time

students were writing (24-36% of recorded lesson)

O Teaching Diverse learnersO Differentiated instructionO Interaction with students//engagement

variedO Linking out of school literacies/experiences

Implications for PD Planning and Curricula

O Adaptive and individualized PDO Explicit knowledge of how language works

O genre and structureO language featuresO grammar (integrated and meaningful)

O Embedded within practiceO classroom-based coaching and feedback

(non-evaluative)O Connecting with students’ backgrounds and

interests outside of schoolO Facilitating instructional

conversations/discussions to build topic knowledge

O Teaching to meet students’ individual needs with limited autonomy

LimitationsO Teachers volunteered to participate

in the study;O Writing Institute emphasized process

approachO More diverse populations may have

led to different results;O Students’ writing outcomes not

linked to instruction;O Quality of writing instruction not

assessed using a time sampling approach

ConclusionO Future PD for secondary writing

instruction:O Value teachers’ voices and

understand individual learning needsO Time and Testing Limited

AutonomyO Include deeper learning opportunities

to build teachers’ knowledge O diverse populations O explicit teaching

O Include opportunities to learn and practice pedagogical approaches emphasizing integration of the language arts