Teacher-factor landscape for secondary writing improvement¶

Theory · All theories
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 brief organizes its content around a landscape of teacher factors that drive improvement in secondary writing outcomes. It summarizes "instructional skills and practices that support improvements in writing for students in grades 6-12," treating teacher instructional practices, engagement, support, and feedback as factors that shape writing outcomes. The landscape was built from an academic literature scan conducted in partnership with teacher development and writing instruction experts.

Design Implications¶

Context¶

Requirements¶

• Grounded in an academic literature scan conducted in partnership with teacher development and writing instruction experts

Constraints¶

• Scope is limited to students in grades 6-12

Target Learners¶

• students in grades 6-12

Target Learning Objectives¶

• improved writing outcomes

Claims¶

• Teachers Key Role Secondary Writing Outcomes [+W]
• Teacher Practices Support Feedback Shape Writing [+W]

Related Theories¶

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