About the Book
This unique volume combines the latest writing research with clear-cut recommendations for designing high-quality professional development efforts.
Table of Contents:
Troia, Shankland, Heintz, Introduction. Part I: Addressing Complexities Facing Schools and Educators. Olinghouse, Zheng, Reed , Preparing Students for Large-Scale Writing Assessments: Research-Based Recommendations. MacArthur, Karchmer-Klein, Web 2.0: New Opportunities for Writing. Troia, Shankland, Wolbers, Reluctant Writers and Their Teachers: Changing Self-Efficacy Beliefs through Lesson Study. Part II: Working with Subject-Area Genres. Certo, Apol, Wibbens, Yoon, Teaching Poetry Writing Pre K-12: A Review of Research and Suggested Directions for Teacher Practice and Development. Norton-Meier, Tippett, Hand, Yore, Professional Development in Teaching Disciplinary Writing in the Context of International Science Reform Efforts. Okolo, Englert, Heutsche, Courtad, Bouck, VanEgmond, Preparing Educators for the Challenges of Teaching Students to Write Like Historians. Part III: Working with Specific Groups of Writers. Roberts, Wibbens, Writing First: Preparing the Teachers of Our Youngest Writers. Lindquist, Hart-Davidson, Grabill, Making Composing Visible: A Study of First-Year College Writers’ Distributed Invention Practices. Page-Voth, Effective Professional Development for Teachers of Struggling Writers. Part IV: Critical Reflections on Teaching Writing and Professional Development. Juzwik, Challenges and Possibilities for Professional Development in Writing Instruction: Connecting Contemporary Writing Teachers with Insights from Diverse Research on Writing. Smagorinsky, Teaching Writing in the Age of Accountability: Reflections from the Academy.
About the Author :
Edited by Gary A. Troia, PhD, CCC-SLP, Michigan State University, USA, Rebecca K. Shankland, PhD, Appalachian State University, USA, and Anne Heintz, Michigan State University, USA
Review :
"Bringing research into the classroom is no easy task. The key, of course, lies in teachers' knowledge about research-based practices and their willingness to implement them. Troia et al. tackle this issue head-on, providing a valuable and much-needed guide for putting the latest advances in writing research into practice. This is a 'must-have' book for anyone interested in improving writing instruction in today’s schools."- Steve Graham, Currey-Ingram Professor of Special Education and Literacy, Vanderbilt University, USA
"There's a central place on my bookshelf and in my college writing classroom for this book. This well-crafted volume weaves practical classroom understandings with up-to-date research. From using technology effectively in the classroom to preparing students for large-scale writing assessments, the contributors grapple with current challenges and offer rich ideas for instruction and teacher professional development." - Richard Kent, Associate Professor and Director, Maine Writing Project, College of Education and Human Development, University of Maine, USA
"Bringing research into the classroom is no easy task. The key, of course, lies in teachers' knowledge about research-based practices and their willingness to implement them. Troia et al. tackle this issue head-on, providing a valuable and much-needed guide for putting the latest advances in writing research into practice. This is a 'must-have' book for anyone interested in improving writing instruction in today’s schools." - Steve Graham, Currey-Ingram Professor of Special Education and Literacy, Vanderbilt University, USA
"There's a central place on my bookshelf and in my college writing classroom for this book. This well-crafted volume weaves practical classroom understandings with up-to-date research. From using technology effectively in the classroom to preparing students for large-scale writing assessments, the contributors grapple with current challenges and offer rich ideas for instruction and teacher professional development." - Richard Kent, Associate Professor and Director, Maine Writing Project, College of Education and Human Development, University of Maine, USA
"Troia et al. provide a source for finding research that can enhance the effectiveness of teachers of writing. Useful for both teacher educators and practitioners, this book fills a very important need." - George Hillocks, Professor Emeritus, Department of English Language and Literacy and Department of Education, University of Chicago, USA
