Illuminating Possibilities: Secondary Writing Across the Curriculum as a Resource for Navigating Common Core State Standards

Lillge, Danielle

doi:10.37514/atd-j.2012.9.3.09

“…PCK is the culmination of a teacher's content knowledge and their knowledge of strategic ways to teach that content (Shulman, 1986). Expert teachers who have a deep understanding of their discipline also have a cognitive roadmap to guide their instructional decisions (Lillge, 2012).…”

Section: Teacher Beliefs Knowledge and Challenges Related To Writing ...mentioning

confidence: 99%

“…We also wonder about teachers' perceptions of their work in relation to other disciplinary experts in their field. Lillge (2012) cited the disconnect between content area teachers and disciplinary experts as a roadblock to writing integration. This was reinforced by our finding that little of the teachers' instructional decision-making involved discipline-specific ways of writing like experts.…”

Section: Future Researchmentioning

confidence: 99%

A rationale for integrating writing into secondary content area classrooms: Perspectives from teachers who experience the benefits of integrating writing frequently

Carter

¹

,

Townsend

²

2022

Journal of Writing Research

2

0

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Teachers navigate ongoing accountability pressures that target writing in each content area, yet little is understood about their experiences with or their rationales for integrating writing into content area lessons. While previous research describes writing in U.S. secondary classrooms and explains barriers to writing integration, this study investigates teacher decision making to determine why teachers in various content areas are integrating writing. Using a multicase study design, we explored teacher reflections to discern the reasons why teachers chose to integrate writing frequently. Four teachers, one from each primary content area (mathematics, English language arts, science, social studies), reflected on their writing integration over one quarter. Findings revealed that teachers who integrate writing frequently value the substantial benefits of regular writing for their students. Teachers saw that frequent writing led to students both producing written products more independently and deepening their disciplinary understandings. Teachers also saw benefits to their own pedagogy; specifically, they better understood students' learning processes and planned more attentively. This research suggests that committing to frequent writing integration can (1) enhance students' writing and disciplinary knowledge, and (2) enrich teacher knowledge related to supporting students' writing practices and using writing as a tool for learning in the content areas. Our findings also highlight the complex relationship between teacher beliefs and teacher practice. By looking at the instructional decision making of teachers who integrate writing frequently, we offer guidance on how pre-and in-service teachers might use reflection in and on action to develop a commitment to writing instruction.

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“…PCK is the culmination of a teacher's content knowledge and their knowledge of strategic ways to teach that content (Shulman, 1986). Expert teachers who have a deep understanding of their discipline also have a cognitive roadmap to guide their instructional decisions (Lillge, 2012).…”

Section: Teacher Beliefs Knowledge and Challenges Related To Writing ...mentioning

confidence: 99%

“…We also wonder about teachers' perceptions of their work in relation to other disciplinary experts in their field. Lillge (2012) cited the disconnect between content area teachers and disciplinary experts as a roadblock to writing integration. This was reinforced by our finding that little of the teachers' instructional decision-making involved discipline-specific ways of writing like experts.…”

Section: Future Researchmentioning

confidence: 99%

A rationale for integrating writing into secondary content area classrooms: Perspectives from teachers who experience the benefits of integrating writing frequently

Carter

¹

,

Townsend

²

2022

Journal of Writing Research

0

View full text Add to dashboard Cite

Teachers navigate ongoing accountability pressures that target writing in each content area, yet little is understood about their experiences with or their rationales for integrating writing into content area lessons. While previous research describes writing in U.S. secondary classrooms and explains barriers to writing integration, this study investigates teacher decision making to determine why teachers in various content areas are integrating writing. Using a multicase study design, we explored teacher reflections to discern the reasons why teachers chose to integrate writing frequently. Four teachers, one from each primary content area (mathematics, English language arts, science, social studies), reflected on their writing integration over one quarter. Findings revealed that teachers who integrate writing frequently value the substantial benefits of regular writing for their students. Teachers saw that frequent writing led to students both producing written products more independently and deepening their disciplinary understandings. Teachers also saw benefits to their own pedagogy; specifically, they better understood students' learning processes and planned more attentively. This research suggests that committing to frequent writing integration can (1) enhance students' writing and disciplinary knowledge, and (2) enrich teacher knowledge related to supporting students' writing practices and using writing as a tool for learning in the content areas. Our findings also highlight the complex relationship between teacher beliefs and teacher practice. By looking at the instructional decision making of teachers who integrate writing frequently, we offer guidance on how pre-and in-service teachers might use reflection in and on action to develop a commitment to writing instruction.

show abstract

“…Specifically, the CCSS require non-English Language Arts teachers to have a role in writing instruction. They also require a variety of writing modes, lengths, and processes, including short and extended time frames for writing, and advocate for discipline-specific language use (Lillge, 2012).…”

Section: The Context Of Secondary Wac and Influences On Teacher Education Programsmentioning

confidence: 99%

Chapter 6. What If It�s All Common Knowledge? Teaching Attribution Practices in an Undergraduate Mathematics Classroom

Effron

¹

2020

Diverse Approaches to Teaching, Learning, and Writing Across the Curriculum: IWAC at 25

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Illuminating Possibilities: Secondary Writing Across the Curriculum as a Resource for Navigating Common Core State Standards

Cited by 5 publications

References 0 publications

A rationale for integrating writing into secondary content area classrooms: Perspectives from teachers who experience the benefits of integrating writing frequently

A rationale for integrating writing into secondary content area classrooms: Perspectives from teachers who experience the benefits of integrating writing frequently

A rationale for integrating writing into secondary content area classrooms: Perspectives from teachers who experience the benefits of integrating writing frequently

Chapter 6. What If It�s All Common Knowledge? Teaching Attribution Practices in an Undergraduate Mathematics Classroom

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