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来源类型 | Report |
规范类型 | 报告 |
DOI | https://doi.org/10.7249/RR2575.14 |
来源ID | RR-2575/14-BMGF |
Writing Instruction in U.S. Classrooms: Diverging Perspectives for Teachers Across Content Areas | |
William R. Johnston | |
发表日期 | 2020-05-14 |
出版年 | 2020 |
页码 | 6 |
语种 | 英语 |
结论 | English language arts teachers most confident about their preparation and ability to teach writing
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摘要 | Writing is a fundamental skill that is essential for student learning and academic success and career opportunities. Writing also has been found to be a key process that supports the development of numerous academic skills such as reading comprehension, and writing practices have been linked to improvements in content area knowledge across a range of academic disciplines such as math, science, and social studies. However, standardized assessment results suggest persistently low levels of writing ability, with only a quarter of students in the 8th and 12th grades scoring proficient or above on the most recent writing test administered by the National Assessment of Educational Progress. New results from the RAND Corporation's American Educator Panels (AEP) expand on these findings. The AEP asked a nationally representative sample of 3,744 secondary teachers about their preparedness to teach and assess writing skills and their levels of support in the classroom. |
目录 |
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主题 | Literacy ; Secondary Education ; Teacher Effectiveness |
URL | https://www.rand.org/pubs/research_reports/RR2575z14.html |
来源智库 | RAND Corporation (United States) |
引用统计 | |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/524098 |
推荐引用方式 GB/T 7714 | William R. Johnston. Writing Instruction in U.S. Classrooms: Diverging Perspectives for Teachers Across Content Areas. 2020. |
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文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
RAND_RR2575z14.pdf(126KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
1600199662295.jpg(8KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | ![]() 浏览 |
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