Achieving equity in school writing: causes and cures for opportunity and achievement gaps in a key twenty-first century skill
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Lausanne ; Berlin ; Bruxelles ; Chennai ; New York ; Oxford
Peter Lang
2023
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| Schlagworte: | |
| Online-Zugang: | Inhaltstext https://www.peterlang.com/document/1326008 Inhaltsverzeichnis |
| Beschreibung: | VII, 173 Seiten Diagramme 21 cm x 14.8 cm |
| ISBN: | 9781433193989 9781433119392 1433193981 |
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Datensatz im Suchindex
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Contents Acknowledgments Lists of Figures Lists ofTables ix xi xiii Introduction Evidence of Group Differences in Writing Achievement Deficits vs. Assets: Or, What Is Really Going On? Continuities vs. Discontinuities in Writing Development How to Use This Book How This Book Is Structured A Personal Note: Context and Perspective Chapter One Why Writing is Hard The Cognitive Complexity of Writing The Sociocultural Complexity of Writing The Complexity of Learning to Write Chapter Two Writing as Purposeful Action: Motivation for Writing as Cause 1 2 4 5 6 6 11 19 19 22 24 and Effect Overview Group Differences Mediated by Motivation Self-Efficacy 31 32 35 36
VI I CONTENTS Beliefs and Attitudes Goal Orientation 39 43 Cost/Benefit Analysis 45 Chapter Three Writing as Self-Regulation: The Mediating Roles of Reading Fluency and Working Memory 79 Overview Group Differences Mediated by (Re)reading Group Differences Mediated by Attention and Working Memory 79 82 84 84 Group Differences in Working Memory Associated with Gender Group Differences in Working Memory Associated with Race and Socioeconomic Status 85 Chapter Four Writing as the Formulation of Ideas: The Mediating Effects of Prior Content Knowledge 93 Overview Group Differences Mediated by Prior Content Knowledge 93 95 Gender Differences in Prior Content Knowledge Socioeconomic and Cultural Differences in Prior Content Knowledge 95 96 Chapter Five Writing as Verbal Self-Expression: The Causal Role of Oral Language Skills Group Differences Mediated by Oral Language Skills Gender-Based Similarities and Differences in Oral Language Skills 105 105 105 Differences in Writing Achievement Mediated by the Stigmatization of Dialect Features and the Cost of Code-Switching 106 Differences in Writing Achievement Mediated by Second Language Status 108 Differences in Writing Achievement Mediated by Socioeconomic Differences in Linguistic Knowledge 109 Chapter Six Writing as Getting Words on the Page:The Effects of Transcription Skills on Writing Development Overview Handwriting Fluency Spelling and Other Orthographic Skills Keyboarding Fluency Group Differences Mediated by Transcription Skills Group Differences in Handwriting Group Differences in Spelling Group Differences in Keyboarding
119 120 120 121 121 122 123 124 124
CONTENTS I vu Chapter Seven How to Achieve Equity in School Writing Improve Writing Motivation Provide Real Audiences and Authentic Purposes for Writing Make Writing Social and Collaborative Encourage Students to Adopt Mastery Goals Provide Supportive Feedback Give Students Greater Agency and Choice of Writing Topics Welcome Linguistic and Cultural Diversity Improve Writing Self-Regulation Develop Deeper Knowledge about Writing and Writing Strategies Provide Models to Emulate Explicitly Teach Students How to Write in Multiple Genres and Disciplines Improve Idea Generation by Making Time for Prewriting Develop Deeper Content Knowledge Implement Writing to Learn Incorporate Inquiry Learning into Writing Tasks Increase Effective Working Memory Capacity Provide Frequent Opportunities to Practice Writing Support Process Writing Support Alternate Input Formats Strengthen Language Skills Increase Vocabulary Knowledge Develop Syntactic Flexibility Develop Code-Switching and Code-Meshing Abilities Cultivate Metalinguistic Awareness Improve Transcription Skills Improve Reading Skills 142 144 144 145 146 146 147 147 148 149 149 150 151 151 152 153 Conclusion Index 163 169 135 136 136 137 138 138 139 139 140 141 142 |
| adam_txt |
Contents Acknowledgments Lists of Figures Lists ofTables ix xi xiii Introduction Evidence of Group Differences in Writing Achievement Deficits vs. Assets: Or, What Is Really Going On? Continuities vs. Discontinuities in Writing Development How to Use This Book How This Book Is Structured A Personal Note: Context and Perspective Chapter One Why Writing is Hard The Cognitive Complexity of Writing The Sociocultural Complexity of Writing The Complexity of Learning to Write Chapter Two Writing as Purposeful Action: Motivation for Writing as Cause 1 2 4 5 6 6 11 19 19 22 24 and Effect Overview Group Differences Mediated by Motivation Self-Efficacy 31 32 35 36
VI I CONTENTS Beliefs and Attitudes Goal Orientation 39 43 Cost/Benefit Analysis 45 Chapter Three Writing as Self-Regulation: The Mediating Roles of Reading Fluency and Working Memory 79 Overview Group Differences Mediated by (Re)reading Group Differences Mediated by Attention and Working Memory 79 82 84 84 Group Differences in Working Memory Associated with Gender Group Differences in Working Memory Associated with Race and Socioeconomic Status 85 Chapter Four Writing as the Formulation of Ideas: The Mediating Effects of Prior Content Knowledge 93 Overview Group Differences Mediated by Prior Content Knowledge 93 95 Gender Differences in Prior Content Knowledge Socioeconomic and Cultural Differences in Prior Content Knowledge 95 96 Chapter Five Writing as Verbal Self-Expression: The Causal Role of Oral Language Skills Group Differences Mediated by Oral Language Skills Gender-Based Similarities and Differences in Oral Language Skills 105 105 105 Differences in Writing Achievement Mediated by the Stigmatization of Dialect Features and the Cost of Code-Switching 106 Differences in Writing Achievement Mediated by Second Language Status 108 Differences in Writing Achievement Mediated by Socioeconomic Differences in Linguistic Knowledge 109 Chapter Six Writing as Getting Words on the Page:The Effects of Transcription Skills on Writing Development Overview Handwriting Fluency Spelling and Other Orthographic Skills Keyboarding Fluency Group Differences Mediated by Transcription Skills Group Differences in Handwriting Group Differences in Spelling Group Differences in Keyboarding
119 120 120 121 121 122 123 124 124
CONTENTS I vu Chapter Seven How to Achieve Equity in School Writing Improve Writing Motivation Provide Real Audiences and Authentic Purposes for Writing Make Writing Social and Collaborative Encourage Students to Adopt Mastery Goals Provide Supportive Feedback Give Students Greater Agency and Choice of Writing Topics Welcome Linguistic and Cultural Diversity Improve Writing Self-Regulation Develop Deeper Knowledge about Writing and Writing Strategies Provide Models to Emulate Explicitly Teach Students How to Write in Multiple Genres and Disciplines Improve Idea Generation by Making Time for Prewriting Develop Deeper Content Knowledge Implement Writing to Learn Incorporate Inquiry Learning into Writing Tasks Increase Effective Working Memory Capacity Provide Frequent Opportunities to Practice Writing Support Process Writing Support Alternate Input Formats Strengthen Language Skills Increase Vocabulary Knowledge Develop Syntactic Flexibility Develop Code-Switching and Code-Meshing Abilities Cultivate Metalinguistic Awareness Improve Transcription Skills Improve Reading Skills 142 144 144 145 146 146 147 147 148 149 149 150 151 151 152 153 Conclusion Index 163 169 135 136 136 137 138 138 139 139 140 141 142 |
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| title | Achieving equity in school writing causes and cures for opportunity and achievement gaps in a key twenty-first century skill |
| title_auth | Achieving equity in school writing causes and cures for opportunity and achievement gaps in a key twenty-first century skill |
| title_exact_search | Achieving equity in school writing causes and cures for opportunity and achievement gaps in a key twenty-first century skill |
| title_exact_search_txtP | Achieving equity in school writing causes and cures for opportunity and achievement gaps in a key twenty-first century skill |
| title_full | Achieving equity in school writing causes and cures for opportunity and achievement gaps in a key twenty-first century skill Paul D. Deane |
| title_fullStr | Achieving equity in school writing causes and cures for opportunity and achievement gaps in a key twenty-first century skill Paul D. Deane |
| title_full_unstemmed | Achieving equity in school writing causes and cures for opportunity and achievement gaps in a key twenty-first century skill Paul D. Deane |
| title_short | Achieving equity in school writing |
| title_sort | achieving equity in school writing causes and cures for opportunity and achievement gaps in a key twenty first century skill |
| title_sub | causes and cures for opportunity and achievement gaps in a key twenty-first century skill |
| topic | Textproduktion (DE-588)4184945-0 gnd Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd Englischunterricht (DE-588)4014801-4 gnd Schulerfolg (DE-588)4124149-6 gnd |
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