Putting Writing Research into Practice: Applications for Teacher Professional Development

What are the most effective methods for teaching writing across grade levels and student populations? What kind of training do teachers need to put research-validated methods into practice? This unique volume combines the latest writing research with clear-cut recommendations for designing high-quality professional development efforts. Prominent authorities describe ways to help teachers succeed by using peer coaching, cross-disciplinary collaboration, lesson study, and other professional development models. All aspects of instruction and assessment are addressed, including high-stakes writing assessments, applications of technology, motivational issues, writing in different genres and subject areas, and teaching struggling writers.

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.