The National Writing Project, Teachers' Writing Lives, and Student Achievement in Writing

Whyte, Alyson; Lazarte, Alejandro A.; Thompson, Isabelle; Ellis, Nancy E.; Muse, Amanda; Talbot, Richarde

doi:10.1080/01626620.2007.10463444

Cited by 17 publications

(17 citation statements)

References 4 publications

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“…In relation to context, the pre-service studies tended to be single-site and the in-service studies multi-site. Professional development programmes provided the focus for 12 studies: participants were or had been engaged in NWPs Locke and Kato 2012;Whitney 2008Whitney , 2009Whyte et al 2007); other in-service programmes -Writing is Primary Baker 2010, 2014); Creativity and Writing (Cremin 2006); Teaching Writing (McKinney and Giorgis 2009); or pre-service writing methods courses (Daisey 2009;Gardner 2014;Morgan 2010;Norman and Spencer 2005).…”

Section: Data Extraction and Synthesismentioning

confidence: 99%

“…Four of the studies were quantitative. Of these, three were mono-method studies using questionnaire survey (Daisey 2009;Gallavan, Bowles and Young 2007;Street, 2003) and the fourth (Whyte et al 2007) combined teacher survey with analysis of students' writing scores. Two studies Locke and Kato 2012) combined quantitative and qualitative methods.…”

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

“…In their large-scale quantitative study, Whyte et al (2007) found that the extent of teachers' reported writing lives was associated with their students' achievement in writing. The study explored the patterns of association among the three variables of teachers' NWP affiliation; the extent of their reported writing lives outside of school; and their students' writing achievement.…”

Section: Is There Evidence Of Any Impact On Student Writing Of Teachementioning

confidence: 99%

“…There is also a preponderance of pre-service respondents: participants in one third of studies are trainee teachers, comprising 612 of the737 respondents across the review as a whole. By contrast, only three studies consider the perspective of school students Baker 2010, 2014;Locke and Kato 2012) and two draw on students' writing assessments (Locke and Kato 2012;Whyte et al 2007). Evaluations of impact are therefore rarely supported by data from learners.…”

Section: 1: Limitations Of the Research Reviewedmentioning

confidence: 99%

“…Employing an identity lens tends to necessitate close focus on a small sample. Consequently, several studies provide in-depth data from very few teachers: four studies examine single cases (Cremin and Baker 2014;Dix and Cawkwell 2011;Locke and Kato 2012;Whitney 2009) and only one investigation of pedagogical impact has a sample larger than three (Whyte et al 2007). In addition, sample composition is sometimes highly specific -'exemplary' teachers of writing (Brooks 2007) or teachers who are also published poets (Gannon and Davies 2007).…”

Section: 1: Limitations Of the Research Reviewedmentioning

confidence: 99%

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Teachers as writers: a systematic review

Cremin

Oliver

2016

Research Papers in Education

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This paper is a critical literature review of empirical work from 1990-2015 on teachers as writers. It interrogates the evidence on teachers' attitudes to writing, their sense of themselves as writers and the potential impact of teacher writing on pedagogy or student outcomes in writing. The methodology was carried out in four stages. Firstly, educational databases keyword searches located 438 papers. Secondly, initial screening identified 159 for further scrutiny, 43 of which were found to specifically address teachers' writing identities and practices. Thirdly, these sources were screened further using inclusion/exclusion criteria. Fourthly, the 22 papers judged to satisfy the criteria were subject to in-depth analysis and synthesis. The findings reveal that the evidence base in relation to teachers as writers is not strong, particularly with regard to the impact of teachers' writing on student outcomes. The review indicates that teachers have narrow conceptions of what counts as writing and being a 2 writer and that multiple tensions exist, relating to low self-confidence, negative writing histories, and the challenge of composing and enacting teacher and writer positions in school. However, initial training and professional development programmes do appear to afford opportunities for reformulation of attitudes and sense of self as writer.

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Section: Data Extraction and Synthesismentioning

confidence: 99%

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

Section: Is There Evidence Of Any Impact On Student Writing Of Teachementioning

confidence: 99%

Section: 1: Limitations Of the Research Reviewedmentioning

confidence: 99%

Section: 1: Limitations Of the Research Reviewedmentioning

confidence: 99%

See 3 more Smart Citations