Examination of Genre-based Strategy Instruction in Middle School English Language Arts and Science

The purpose of the study was to examine the effects of an instructional intervention and its professional development (PD) on the opinion and argumentative writing of middle school students and on teachers' instructional delivery. The study utilized a design-based methodology and collected qual...

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Vydané v:The Clearing house Ročník 94; číslo 4; s. 151 - 158
Hlavní autori: Traga Philippakos, Zoi A., MacArthur, Charles A.
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Washington Routledge 04.07.2021
Taylor & Francis Inc
Predmet:
argumentation
Content Area Writing
Curriculum development
English
English Language Arts
English Teachers
Faculty Development
Language Arts
middle grades
Middle School Students
Middle Schools
Program Effectiveness
Science
Science Education
Science Teachers
Strategy instruction
Student writing
Teachers
Teaching Methods
writing
Writing instruction
ISSN:0009-8655, 1939-912X
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Abstract The purpose of the study was to examine the effects of an instructional intervention and its professional development (PD) on the opinion and argumentative writing of middle school students and on teachers' instructional delivery. The study utilized a design-based methodology and collected qualitative and quantitative data in order to identify revisions needed. Participants were 17 English Language Arts (ELA) and eight science teachers in a rural setting. Students' writing was assessed in ELA and science (n = 563 and n = 159, respectively) and teachers were interviewed at posttest. Results showed that writing quality improved overall from pretest to posttest (p < 0.001) and teachers found feasible and effective the instructional approach and commented positively on the PD components. Inhibiting factors and revisions from Cycle 1 to Cycle 2 are described while implications for research and practice on PD and curriculum design are further discussed.
AbstractList The purpose of the study was to examine the effects of an instructional intervention and its professional development (PD) on the opinion and argumentative writing of middle school students and on teachers’ instructional delivery. The study utilized a design-based methodology and collected qualitative and quantitative data in order to identify revisions needed. Participants were 17 English Language Arts (ELA) and eight science teachers in a rural setting. Students’ writing was assessed in ELA and science (n = 563 and n = 159, respectively) and teachers were interviewed at posttest. Results showed that writing quality improved overall from pretest to posttest (p < 0.001) and teachers found feasible and effective the instructional approach and commented positively on the PD components. Inhibiting factors and revisions from Cycle 1 to Cycle 2 are described while implications for research and practice on PD and curriculum design are further discussed.
Audience Middle Schools
Junior High Schools
Secondary Education
Author Traga Philippakos, Zoi A.
MacArthur, Charles A.
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  organization: Theory and Practice in Teacher Education, University of Tennessee
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  givenname: Charles A.
  surname: MacArthur
  fullname: MacArthur, Charles A.
  organization: Literacy, University of Delaware
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10.1007/s11145-019-09950-x
10.1007/s10648-010-9144-5
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10.1002/trtr.1690
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SubjectTerms argumentation
Content Area Writing
Curriculum development
English
English Language Arts
English Teachers
Faculty Development
Language Arts
middle grades
Middle School Students
Middle Schools
Program Effectiveness
Science
Science Education
Science Teachers
Strategy instruction
Student writing
Teachers
Teaching Methods
writing
Writing instruction
Title Examination of Genre-based Strategy Instruction in Middle School English Language Arts and Science
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