Date of Completion
5-6-2014
Embargo Period
5-5-2014
Keywords
writing instruction, disciplinary literacy, writing in science
Major Advisor
Dr. Natalie Olinghouse
Associate Advisor
Dr. Michael Faggella-Luby
Associate Advisor
Dr. Megan Welsh
Associate Advisor
Dr. Scott Brown
Field of Study
Educational Psychology
Degree
Doctor of Philosophy
Open Access
Campus Access
Abstract
This study investigated the current state of writing instruction in science classes (grades 6-12). Typical practice was examined against a theoretical framework for disciplinary writing in science that promises to promote better writing and content outcomes for all students. A random sample of 287 certified science teachers from the United States was electronically surveyed. Participants reported on their purposes for teaching writing in science class, the writing assignments they most often give students in science class, their use of evidence-based writing practices, and the instructional adaptations they make for struggling writers. The Tailored Design Method was used to organize the design, implementation, and analysis of results through the Qualtrics online survey management system. Results inform recommendations for teacher education, professional development, and instructional reform for disciplinary writing in science.
Recommended Citation
Drew, Sally V., "Teaching Writing in Science Grades 6-12: A National Survey" (2014). Doctoral Dissertations. 385.
https://digitalcommons.lib.uconn.edu/dissertations/385