Assessing Disciplinary Writing in Both Research and Practice

ISBN 10: 1668482622 / ISBN 13: 9781668482629

Edité par Information Science Reference, 2023

A propos de cet article

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N° de réf. du vendeur ERICA82916684826226

Détails bibliographiques

• Titre: Assessing Disciplinary Writing in Both Research and Practice
• Éditeur: Information Science Reference
• Date de parution: 2023
• Langue: anglais
• ISBN à 10 chiffres: 1668482622
• ISBN à 13 chiffres: 9781668482629
• Reliure: hardcover
• État de l'article: New
• Type de livre: book

A propos de ce titre

Synopsis

Assessing Disciplinary Writing in Both Research and Practice tackles the challenge of measuring writing skills in specific content areas, which is crucial for preparing students to communicate as field experts and for their future careers. Edited by Katherine Wright, Associate Professor of Literacy and Language at Boise State University, and Tracey Hodges, Founder and Lead Consultant of The Empowering Advocate, this book provides solutions by bringing together validated measures and practical assessment strategies that can be used in both research and instruction. The book's theoretical foundations cover multimodal disciplinary writing, assessing disciplinary writing versus content-area writing, and using assessment as a tool for disciplinary writing instruction. Practical methods for assessing writing in social studies, science, mathematics, English and language arts, and other genres at the elementary, middle, and high school levels are included, as well as assessment strategies for specific populations of students such as undergraduate students, English learners, gifted and talented students, special needs students, and incarcerated students. This highly valued reference is essential for academic scholars, K12 teachers, and educational researchers who want to improve writing instruction and research in content- and discipline-specific areas. By providing validated measures and methods for assessing disciplinary writing, this edited book helps bridge the gap between research and practice and enables practitioners to better measure student growth and improve writing instruction. This publication is the first step towards advancing research and improving writing instruction in content- and discipline-specific areas.

À propos des auteurs

Katherine Landau Wright is an Assistant Professor in the Department of Literacy, Language and Culture at Boise State University, and director of the Boise State University Literacy Lab. She started in 2016 after completing her Ph.D. in Curriculum and Instruction at Texas A&M University. Her dissertation research, funded by the International Literacy Association’s Steven A. Stahl Research Grant, developed writing-to-learn practices for middle and high school classes and won the Association of Literacy Educators and Researcher’s 2016 Dissertation Award. She has published in educational research journals (e.g., International Journal of Science and Mathematics Education; Journal of Curriculum & Instruction) as well as pieces for science and literacy practitioners (i.e., The Reading Teacher; The Science Teacher). She serves as a reviewer for Literacy Research and Instruction. Prior to entering academia, she was a middle school English and Social Studies teacher. Her experiences working with both native speaking and language-learning students in the classroom motivate her research focused on developing strategies for engaging and supporting middle and high school readers and writers.

Tracey S. Hodges is the Owner and Chief Creative Officer of The Empowering Advocate LLC, an educational research and coaching company, as well as a Grant Manager for the Lee Pesky Learning Center. She is a former Assistant Professor of Literacy, Director of a National Writing Project site, Associate Director for a university Literacy Center, and a former middle grade English teacher. Dr. Hodges’ research focuses on writing instruction, youth literature, and instrument development in literacy education. She also provides mentorship and coaching on academic writing, productivity, time management, and best practices for collaboration. She is the editor of three research handbooks on writing instruction and more than 50 scholarly articles. Enhancing her scholarly writing, Dr. Hodges is an aspiring novelist working on her first work of fiction.