Putting Writing Research into Practice Applications for Teacher Professional Development

by Troia, Gary A.; Shankland, Rebecca K.; Heintz, Anne

• ISBN13: 9781606236284
• ISBN10: 1606236288
• Format: Hardcover
• Copyright: 2010-04-28
• Publisher: The Guilford Press

Summary

This unique volume combines the latest writing research with clear-cut recommendations for designing high-quality professional development efforts.

Author Biography

Gary A. Troia, PhD, CCC-SLP, is Associate Professor of Special Education at Michigan State University, where he is also a principal investigator at the Literacy Achievement Research Center. He is a former special educator and speech–language pathologist in the public schools. Dr. Troia has published over 30 research papers, chapters, and books in the areas of phonological processing, writing assessment and instruction, and teacher professional development in literacy. He is also an Associate Editor of the journal Language, Speech, and Hearing Services in Schools.

 

Rebecca K. Shankland, PhD, is Assistant Professor of Special Education in the Department of Language, Reading, and Exceptionalities at Appalachian State University. She taught for 30 years in the public schools in both general and special education settings. Dr. Shankland’s research interests include co-teaching, content-area literacy development, and literacy instruction and intervention for struggling readers and writers. She is a certified strategic instruction model (SIM) learning strategies professional developer for the University of Kansas Center for Research on Learning.

 

Anne Heintz, BA, is a doctoral student in educational psychology/educational technology, with a specialization in literacy, at Michigan State University. Her research interests include writing and the arts in collaborative spaces, both online and offline. Her scholarship is informed by her studies in theater directing as part of a Fulbright fellowship and by her work in New York City with arts education nonprofits.

Table of Contents

Introduction	p. 1
Addressing Complexities Facing Schools and Educators
Preparing Students for Large-Scale Writing Assessments: Research-Based Recommendations	p. 17
Web 2.0: New Opportunities for Writing	p. 45
Reluctant Writers and Their Teachers: Changing Self-Efficacy Beliefs through Lesson Study	p. 70
Working with Subject-Area Genres
Teaching Poetry Writing, PreK-12: A Review of Research and Suggested Directions for Teacher Practice and Development	p. 93
Professional Development in Teaching Disciplinary Writing in the Context of International Science Reform Efforts	p. 115
Preparing Educators for the Challenges of Teaching Students to Write Like Historians	p. 154
Working with Specific Groups of Writers
Writing First: Preparing the Teachers of Our Youngest Writers	p. 179
Making Composing Visible: A Study of First-Year College Writers' Distributed Invention Practices	p. 206
Effective Professional Development for Teachers of Struggling Writers	p. 229
Critical Reflections on Teaching Writing and Professional Development
Challenges and Possibilities for Professional Development in Writing Instruction: Connecting Contemporary Writing Teachers with Insights from Diverse Research on Writing	p. 259
Teaching Writing in the Age of Accountability: Reflections from the Academy	p. 276
Index	p. 307
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