Writing Practices for Mainstream Teachers of Middle School English Learners: Building on What We Know Works Effectively. Issue 2 (3rd April 2018)

• Record Type: Journal Article
• Authors: Haas, Eric; Goldman, Julie; Faltis, Christian
• Is Part Of: Educational forum. Volume 82:Issue 2(2018)
• Page Start: 208
• Page End: 226
• Publication Date: 2018-04-03
• Subjects: English language arts -- English language learners (ELLs) -- English language proficiency -- English learners (ELs) -- literacy -- middle school -- teacher learning -- teacher ­professional development -- WRITE program -- writing; Education -- Periodicals; 370.5
• DOI: 10.1080/00131725.2018.1420865
• Languages: English
• ISSNs: 0013-1725

Abstract

Abstract: Improving the writing of middle-school English learners can improve their academic thinking, literacy, and content knowledge. The Writing Reform and Innovation for Teaching Excellence (WRITE) program uses six high-leverage writing practices and develops teacher capacity through professional learning activities anchored in the group grading of common writing assignments. A recent 2-year evaluation of the WRITE program found that it increased middle-school teachers' implementation of best writing practices and also improved English learners' general literacy scores.