Best Practices in Writing Instruction, Second Edition - Softcover

Softcover

ISBN 10: 1462510086 ISBN 13: 9781462510085

Publisher: The Guilford Press, 2013

Synopsis

This book has been replaced by Best Practices in Writing Instruction, Third Edition, ISBN 978-1-4625-3796-9.

About this title

About the Author:

Steve Graham, EdD, is the Warner Professor in the Division of Educational Leadership and Innovation at Mary Lou Fulton Teachers College, Arizona State University. He is also Research Professor in the Learning Science Institute at the Australian Catholic University in Brisbane. Dr. Graham is editor of the Journal of Educational Psychology. He has coedited several books, including Handbook of Writing Research, Second Edition; Handbook of Learning Disabilities, Second Edition; and Best Practices in Writing Instruction, Second Edition; and is the coauthor of three influential Carnegie Corporation reports: Writing Next, Writing to Read, and Informing Writing. Dr. Graham has received numerous awards, including the Career Research Award from the Council for Exceptional Children (CEC), the Kauffman–Hallahan Distinguished Researcher Award from the CEC Division of Research, the Samuel A. Kirk Award from the CEC Division of Learning Disabilities, the Distinguished Researcher Award from the special education interest group of the American Educational Research Association (AERA), and the Wiederholt Distinguished Lecturer Award from the Council of Learning Disabilities. He is a fellow of the AERA and the International Academy for Research in Learning Disabilities.

Charles A. MacArthur, PhD, is Professor of Special Education and Literacy in the School of Education at the University of Delaware. His major research interests include writing development and instruction for struggling writers, development of self-regulated strategies, adult literacy, and applications of technology to support reading and writing. Currently he is coprincipal investigator of a research project evaluating a curriculum for college developmental writing courses based on self-regulated strategy instruction. He is coeditor of the Journal of Writing Research and serves on the editorial boards of several other journals. Dr. MacArthur has published over 100 articles and book chapters and coedited or coauthored several books, including Best Practices in Writing Instruction, Second Edition; Handbook of Writing Research, Second Edition; and Developing Strategic Writers through Genre Instruction.

Jill Fitzgerald, PhD, is Research Professor and Professor Emerita at The University of North Carolina at Chapel Hill. A former primary-grades teacher and reading specialist, she conducts research on literacy issues for multilingual learners, understanding text complexity, and vocabulary measurement. Dr. Fitzgerald is a member of the Reading Hall of Fame, a Fellow of the American Educational Research Association (AERA), and a recipient of research awards from Phi Delta Kappa, the International Reading Association, and the AERA. With more than 100 publications, she is associate editor of the Journal of Educational Psychology and serves on the editorial boards of several other journals. She has also been a review panelist for the Office of Education, the Institute of Education, the National Institutes of Health, and the National Institute for Literacy.

Review:

"This second edition, with chapters written by prominent researchers, shares the latest evidence-based practices in writing instruction and assessment. Literacy teachers and teacher educators will benefit from coverage of hot topics in writing, including the Common Core State Standards, writing instruction in a response-to-intervention framework, and teaching English language learners. This is a book for multiple audiences--educators can use the content to build a research-based writing program, while college and university instructors will find it a 'must have' for their courses."--Natalie G. Olinghouse, PhD, Department of Educational Psychology, University of Connecticut

"The book provides a thorough and incisive consideration of new and effective practices in writing instruction, giving timely attention to the Common Core State Standards. This is a rich source for current research and best-practice guidelines that is sure to be of interest to people engaged in all aspects of writing instruction, including teaching, curriculum development, assessment, and research. It is a valuable text for both graduate and undergraduate courses."--Joanna P. Williams, PhD, Department of Human Development, Teachers College, Columbia University

"Designed to drive classroom practice, this book has the potential to revolutionize how writing is taught in today's schools and classrooms. The editors and contributors describe how instruction should evolve to meet the writing standards of the Common Core. The volume also addresses important writing skills and processes that are not addressed in the CCSS but are necessary for a balanced, comprehensive writing program. It distills a dense body of research into a highly readable synthesis of what is core and critical to K-12 writing instruction. For current or aspiring teachers--as well as administrators whose responsibilities include leading, supporting and developing teachers--this is a 'must read.'"--Catherine D'Aoust, MS, Co-Director, University of California, Irvine Writing Project

“Provides a great deal of research, examples, and strategies to improve writing instruction for teachers. The inclusion of CCSS and focus on 21st century writing skills makes this a highly relevant volume. The authors and editors recognize and reiterate that, though this is a volume on best practices, more than simple strategy implementation is necessary to truly make headway toward effective writing instruction; paradigm shifts toward better motivation, more relevant assessment, and supporting student transference of writing skills across contexts are central to the purposes of this book. That is where this volume rises above many of its peers as it is not simply a repository, but it acts as a guide for making necessary improvements to the writing instruction U.S. students are receiving. This text represents exhaustive research and practice of writing instruction that improves student performance. Both teachers and researchers alike will find use in this volume." (Journal of Writing Research 2014-11-13)

"This edited volume makes a sound argument, based in empirical research, for adopting process approaches to writing instruction and involving learners in such an approach from early on. Furthermore, the contributing authors provide sound rationales and practical advice for focusing student attention and instruction on global concerns of audience, purpose, and communication." (on the first edition) (Reading and Writing 2014-11-14)

About this edition

• Publisher: The Guilford Press
• Publication date: 2013
• ISBN 10: 1462510086
• ISBN 13: 9781462510085
• Binding: Paperback
• Edition number: 2
• Number of pages: 444
• Editor: Graham Steve, MacArthur Charles A., Fitzgerald Jill