Preservice Teachers’ Preparedness to Teach Writing: Looking Closely at a Semester of Structured Literacy Tutoring

Preparing preservice teachers (PSTs) as teachers of writing has gained attention in recent years, but little is known about their preparedness when engaging with student writers over extended periods. We examine PSTs’ preparedness to teach writing within a structured literacy tutoring experience to better understand the skills and knowledge of PSTs related to teaching writing. Results indicate PSTs contextualized writing instruction, considered clients’ affect around writing, and used data to inform writing lessons. PSTs were also grappling with specific pedagogical considerations related to writing instruction, offering implications for teacher educators and researchers

Methods and Measures for Using Writing to Transform Knowledge in Science Classes

This dissertation documents three connected studies addressing critical issues in writing-to-learn research: a) how to measure students’ feelings about writing, b) how to assess scientific writing, and c) how to integrate writing-to-learn into current secondary science curriculum. Considered in concert, this work seeks to provide measures and methods for using writing as a tool to transform knowledge in secondary science classes. Students’ emotions about writing impact achievement, and therefore tools capturing motivation, attitude, and self-efficacy are needed to determine the extent that writing achievement is a result of skill development, affective issues, or a combination of both. Specifically, my first study describes the validation of a newly developed measure of self-efficacy towards writing for middle grades students called the Student Writing Affect Survey (SWAS). Findings indicate the SWAS yields reliable and valid scores to measure middle grades students’ self-efficacy towards writing. The purpose of the second study was to create and validate a rubric, known as the Rubric for Scientific Writing (RSW), which can be used to support writing instruction in science classes and evaluate scientific writing. This rubric assesses both students’ general writing skills and their ability to write appropriately within the scientific genre. My findings demonstrate that the RSW produces valid and reliable scores for two factors of students’ scientific writing – scientific argumentation and English rhetoric. The RSW has the potential to aid both science teachers who may lack training in the teaching and assessment of writing as well as researchers who need a stable measure of students’ scientific writing. Finally, the third study uses these tools to measure the effectiveness of a writing-to-learn intervention in middle and high school science classes. Prior literature posits that writing-to-learn strategies are less effective for younger students; however, few studies have implemented similar strategies across grade levels. Therefore, this study combines established best-practices to create a writing-to-learn intervention that can be implemented into existing science classes at various grade levels. While high school students did slightly outperform their middle-grade peers, further cluster analysis demonstrated that students who created visuals and used scientific vocabulary during the intervention made the most growth, regardless of grade level

A Content Analysis of Visuals in Elementary School Textbooks

Although visual complexity is increasing and graphics are essential to support readers’ comprehension of disciplinary texts, visual literacy receives scant attention. Research suggests that effectively instructing students to interpret discipline-specific graphics would yield better comprehension. However, before this line of inquiry can be enacted, we must determine the characteristics of graphics in contemporary content textbooks. Therefore, this content analysis evaluated graphics within third- and fifth-grade science and social studies textbooks. We coded 3,844 graphics by type and function and compared findings between disciplines using chi-square and post hoc comparison tests. Overall, graphics were coded into 9 major types (photographs being most frequent) and 54 subtypes, indicating a diversity of graphics. When comparing disciplines, science textbooks contained more diagrams and photographs, and graphics more often functioned representationally. Social studies presented both a wider variety of graphics and more interpretationally challenging graphics. Implications for disciplinary literacy and instruction are discussed

The Preservice Teacher Self-Efficacy for Writing Inventory (PTSWI): A Tool for Measuring Beliefs About Writing

Teachers are often underprepared to teach writing, which can negatively impact the performance and attitudes of their students. In teacher preparation programs, one goal should be to specifically develop future teachers of writing. Focusing on self-efficacy beliefs, increasing preservice teachers’ confidence and preparedness for teaching writing could yield positive impacts on classroom writing instructional practices. Currently, tools to quantitatively measure self-efficacy for writing and writing instruction in preservice teachers are sparse, thus limiting teacher educators’ ability to understand the efficacy of writing instruction. Therefore, the purpose of the present study is to gather evidence of score validity and reliability of a newly developed, theoretically-grounded survey for measuring preservice teacher self-efficacy for writing and writing instruction. The Preservice Teacher Self-Efficacy for Writing Inventory (PTSWI) provides a pragmatic tool designed for use by teacher educators. Results indicate that the PTSWI produces valid and reliable scores that are aligned with current theories from writing research and psychology

Enhancing Classroom Instruction with Online News

Purpose Investigate how school teachers look for informational texts for their classrooms. Access to current, varied, and authentic informational texts improves learning outcomes for K-12 students, but many teachers lack resources to expand and update readings. The Web offers freely-available resources, but finding suitable ones is time-consuming. This research lays the groundwork for building tools to ease that burden. Methodology This paper reports qualitative findings from a study in two stages: (1) a set of semi-structured interviews, based on the Critical Incident Technique, eliciting teachers’ information-seeking practices and challenges; and (2) observations of teachers using a prototype teaching-oriented news search tool under a think-aloud protocol. Findings Teachers articulated different objectives and ways of using readings in their classrooms; goals and self-reported practices varied by experience level. Teachers struggled to formulate queries that are likely to return readings on specific course topics, instead searching directly for abstract topics. Experience differences did not translate into observable differences in search skill or success in the lab study. Originality and Value There is limited work on teachers’ information-seeking practices, particularly on how teachers look for texts for classroom use. This paper describes how teachers look for information in this context, setting the stage for future development and research on how to support this use case. Understanding and supporting teachers looking for information is a rich area for future research, due to the complexity of the information need and the fact that teachers are not looking for information for themselves

Do You Get the Picture?: A Meta-Analysis of the Effect of Graphics on Reading Comprehension

Although convergent research demonstrates that well-designed graphics can facilitate readers’ understanding of text, there are select situations where graphics have been shown to have no effect on learners’ overall text comprehension. Therefore, the current meta-analytic study examined 39 experimental studies published between 1985 and 2018 measuring graphics’ effects on readers’ comprehension. We first quantified the overall effect on reading comprehension. Then, we considered interactions with learners’ characteristics, graphic types, and assessment formats. Our analysis revealed that the inclusion of graphics had a moderate overall positive effect (Hedges’s g = 0.39) on students’ reading comprehension, regardless of grade level. Regarding graphic type, we did not find a significant difference among pictures, pictorial diagrams, and flow diagrams. Only when compared to mixed graphics, pictures had a greater effect on comprehension. Additionally, compared with true and false assessments, graphics differentially benefited students’ comprehension on open-ended comprehension assessments and mixed format assessments. Implications for future research are presented

Writing-to-Learn in Secondary Science Classes: For Whom is It Effective?

Although many agree that writing can make a unique contribution to learning, harnessing that contribution is difficult, particularly in the middle grades. The purpose of this study was to measure the efficacy of a feasible writing-to-learn intervention in Grade 6–11 science classes. We focused on middle school students because this group has been least responsive to writing interventions in previous research. We conducted an 8-week intervention in which students completed short metacognitive and longer argumentative writing tasks. Our results indicated that overall students’ ability to engage in scientific rhetoric improved, and we identified minimal difference in the growth of middle and high school students. We therefore conducted a cluster analysis to examine how learner-level variables impacted the effectiveness of the intervention. Most notable was that students with low writing motivation and science knowledge showed the largest response to the intervention. These findings suggest that writing-to-learn can be implemented in secondary science to support scientific literacy development

Spellchecking for Children in Web Search: A Natural Language Interface Case-Study

Given the more widespread nature of natural language interfaces, it is increasingly important to understand who are accessing those interfaces, and how those interfaces are being used. In this paper, we explore spellchecking in the context of web search with children as the target audience. In particular, via a literature review we show that, while widely used, popular search tools are ill-designed for children. We then use spellcheckers as a case study to highlight the need for an interdisciplinary approach that brings together natural language processing, education, human-computer interaction to address a known information retrieval problem: query misspelling. We conclude that it is imperative that those for whom the interfaces are designed have a voice in the design process

Interventions to Improve Teacher Self-Efficacy Beliefs about Writing and Writing Instruction: Lessons Learned and Areas for Exploration

The present study explores the findings of a systematic literature review of research about teachers’ self-efficacy for writing and writing instruction to demystify what is known and what remains unknown. We analyzed the pool of research on self-efficacy for writing and writing instruction from January 1992 to August 2020. Our final inclusion of articles resulted in 22 articles that examine teacher self-efficacy for writing and writing instruction while meeting our standards of examining changes in self-efficacy. We examined how shifts in self-efficacy are measured, specific interventions that increase teachers’ self-efficacy for writing and writing instruction as well as interventions that have not shown impacts, and how teacher self-efficacy for writing and writing instruction influences student writing achievement. Features of successful interventions and recommendations for improving methodological and theoretical decisions within this topic are explored