Academic literature scan on teacher factors in secondary writing¶

Element · All elements
Evidence · 2 claims (2 for) · 1 study (1 review), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The evidence base for the brief is an academic literature scan that Mathematica conducted "in partnership with teacher development and writing instruction experts." The scan's findings and conclusions underpin the brief's summary of instructional skills and practices that support writing improvements in grades 6-12. The work was funded by the Bill & Melinda Gates Foundation.

Design Implications¶

Context¶

Requirements¶

• Partnership with teacher development and writing instruction experts

Constraints¶

• The scan is the basis for a landscape analysis, not a controlled intervention study

Target Learners¶

• students in grades 6-12

Target Learning Goals¶

• improved writing outcomes

Claims¶

• Teachers shape writing outcomes through instructional practices and through engagement, support, and feedback [+W]
• Teachers play a key role in engaging students in writing and improving writing outcomes in grades 6-12 [+W]

Related Elements¶

Examples¶

• Use landscape evidence to understand what factors enhance or hinder writing interventions

Key Sources¶

• Jasmine Forde, Julie Bruch, Megan Shoji. (2021). Teacher Factors That Drive Improvement in Secondary Writing Outcomes: A Landscape Analysis. Mathematica. https://www.mathematica.org/publications/teacher-factors-that-drive-improvement-in-secondary-writing-outcomes-a-landscape-analysis