Education Commons^™

Full Issue

Journal of Response to Writing

No abstract provided.

Review Of The Hidden Inequities In Labor-Based Contract Grading, By Ellen C. Carillo, Current Arguments In Composition, 2021, Amanda Sladek

Journal of Response to Writing

This review considers Ellen C. Carillo's The Hidden Inequities in Labor-Based Contract Grading, an important contribution that examines labor-based grading contracts through a disability studies lens.

Student Interpretation And Use Arguments: Evidence-Based, Student-Led Grading, Ll Aull

Journal of Response to Writing

Assigning grades is conventionally the exclusive, lonely terrain of the instructor, even as other aspects of teaching and responding to student writing are collaborative. As an alternative that promotes student engagement and agency, labor-based contract grading is used in a growing number of writing classrooms. This article strives to add to these conversations by describing evidence-based, student-led grading as an option that engages students as well as a broad construct of writing. This approach foregrounds students’ own response to their writing, in the form of evidence-based interpretation and use arguments for their grades. It engages students in the process of …

Feedback Conversations: An Activity To Initiate Instructor-Student Dialogues About Writing Development, Sarah M. Lacy

Journal of Response to Writing

In this essay I discuss the pedagogical implications of a classroom activity in which students work reflectively with instructor feedback provided to their writing. Using the comments feature in Google Docs, these “Feedback Conversations” create a dialogue between student and instructor using feedback as the exigence for collaboration in developing a student’s writing process. This activity addresses the work of Anthony Edgington (2020) and Pamela Gay (1998), by offering an exercise which allows instructors to remain reflective on their feedback practices, while also instigating a “conversation” between student and instructor. By offering a virtual space to house this conversational exercise, …

Crafting A Writing Response Community Through Contract Grading, Sarah Klotz, Kristina Reardon

Journal of Response to Writing

As labor-based grading contracts gain momentum in first year writing classrooms, new kinds of response to writing take center stage. We explore how session notes composed by embedded peer tutors and students become rich tools in a writing process and create a gateway to the writing center for first-year students. By reading session notes in conversation with students’ reflective writing, we put forward three key findings: students articulate a relationship between building confidence in their writing and their willingness to seek, receive, and value feedback; students discuss how the labor required for an ‘A’ pushed them to access and learn …

Feedback As Boundary Object: Intersections Of Writing, Response, And Research, Lindsey Harding, Joshua King, Anya Bonanno, Joseph Powell

Journal of Response to Writing

While a great deal is known about instructor response to student writing—from commenting practices to student perceptions—less is known about how feedback impacts students’ writing and writerly development. While we set out to study students’ explicit engagement with written instructor feedback, our initial experimental design was disrupted by the COVID-19 pandemic. Accordingly, we describe the dialogic collaborative process that emerged as we considered both the data we were able to collect and, in turn, feedback anew. This article proposes that feedback on student writing is a boundary object which affords those interacting with it the opportunity for collaboration despite the …

Feedback Practices In Hybrid Writing Courses: Instructor Choices About Modality And Timing, Ariel M. Goldenthal, Jessica Matthews, Courtney Adams Wooten, Brian Fitzpatrick, Lourdes Fernandez

Journal of Response to Writing

Despite a wealth of research on feedback practices in synchronous and asynchronous courses, little has been done to investigate such practices in hybrid writing pedagogy. How do instructors make choices about providing feedback when both instructional modes are operating in a course?

A qualitative study conducted with fourteen instructors who teach hybrid writing courses at a large state university reveals how they navigate a series of choices about providing feedback on student writing. This study shows that instructional modality, use of the LMS, and labor conditions influence the decisions instructors make about how and when to provide feedback, especially on …

Using Lessons From Collaboratively Processing Written Corrective Feedback, Nicholas Carr

Journal of Response to Writing

This case study investigates how two English language learners use knowledge co-constructed while collaboratively processing written corrective feedback (WCF) on jointly produced texts. It does so through the lens of sociocultural theory (SCT). This study extends the extant literature by investigating how co-constructed knowledge emerging from their interactions was manifested in subsequent individual writing and speaking tasks which were similar—but not identical—to the original collaborative writing tasks. Data were collected from video recordings of participants’ interactions as they collaboratively processed WCF; individual retrospective interviews, during which participants watched the video recordings and identified what they learned; and observation of individual …

Editorial Introduction, Kat O'Meara, Betsy Gilliland

Journal of Response to Writing

No abstract provided.

Full Issue

Journal of Response to Writing

No abstract provided.

Online Teacher-Student Group Conferences, Betsy Gilliland, Michelle Kunkel, Mitsuko Suzuki

Journal of Response to Writing

No abstract provided.

Preparing Students To Engage With Teacher Feedback, Grant Eckstein

Journal of Response to Writing

No abstract provided.

Building Response Into Labor-Based Grading Contracts, Kat O'Meara

Journal of Response to Writing

No abstract provided.

Using The “Card” Response Technique To Assist Middle School Students In The Revision Process, Katherine E. Batchelor

Journal of Response to Writing

Although revision is essential to the writing process, it is often neglected in schools. However, when revision is taught successfully, through reflection, conferencing, positive teacher feedback, specific instruction linked to reading strategies, and time between drafts in order for students to think about their writing (including the expectation of multiple drafts), students not only revise more, but at a deeper level. This study investigates how middle school students’ writing drafts as well as attitudes and beliefs toward revision changed based on introducing a specific revision strategy called the CARD response technique, which is both a self-response and peer-response strategy. CARD …

Improving First- And Second-Year Student Writing Using A Metacognitive And Integrated Assessment Approach, Leanne Havis

Journal of Response to Writing

Metacognition emphasizes an awareness and understanding of one’s thought and cognitive processes, along with management of cognition through multiple strategies including organizing, monitoring, and adapting. Before students can truly become effective writers, they must develop an appreciation for the amount of planning, organization, and revision that comprises a writing assignment. In order to improve student writing, the exam autopsy approach, an integrated post-exam assessment model that draws upon self-assessment, peer review, and instructor feedback, was modified to include metacognitive components for use with essay exams and writing assignments. The current study employed a mixed-methods design with a quasi-experimental, non-equivalent group …

Editors' Introdution, Betsy Gilliland, Kat O'Meara

Journal of Response to Writing

No abstract provided.

Reflections Of A Litigator: Serrano V. Priest Goals And Strategies, Sid Wolinsky

BYU Education & Law Journal

In this article, I intend to describe what we hoped to achieve at that time and the strategies we used, and then to circle back and offer some observations about what we might learn from the litigation.

Front Matter

BYU Education & Law Journal

No abstract provided.

A Tale Of Serrano: Three V. Priest, John E. Coons

BYU Education & Law Journal

Of my fifty-years of post-Serrano observations, the clearest is that more of the same is not the answer to this society's worst public school problem: our deliberate and unnecessary purging of the legal responsibility and authority of the lower-income parent, the same authority and responsibility so highly valued by the middle class.

State Courts And Education Finance: Past, Present And Future, Michael A. Rebell

BYU Education & Law Journal

Fifty years ago, few legal analysts would be predicted this spate of creative state court activity regarding educational rights.

Serrano V. Priest 50th Anniversary: Origins, Impact And Future, Oscar Jimenez-Castellanos, Lawrence O. Picus

BYU Education & Law Journal

The purpose of this special issue is to revisit the origins and impact of Serrano and to speculate on the future directions of school finance litigation. We provide a synopsis of each manuscript a the end of this introduction.

John Serrano Did Not Vote For Proposition 13, William A. Fischel

BYU Education & Law Journal

Rather than advancing new arguments, this essay will review my work on this subject in the form of a memoir (with popular-song headings that betray my vintage) about my evolving interest in the Serrano and Proposition 13 connection.

Surfing The Waves: An Examination Of School Funding Litigation From Serrano V. Priest To Cook V. Raimondo And The Possible Transition Of The Fourth Wave, Christine Rienstra Kiracofe, Spencer Weiler

BYU Education & Law Journal

To mark the important anniversary of the landmark school finance case Serrano v. Priest, we examine the small(er) but important role that federal claims have played in school funding litigation.

Segregation And School Funding Disparities In California: Contemporary Trends 50 Years After Serrano, David S. Knight, Nail Hassairi, David G. Martinez

BYU Education & Law Journal

In this paper, we present a longitudinal analysis of the school finance system of California and assess changes that have taken place over the past 30 years.

Front Matter

BYU Education & Law Journal

No abstract provided.

Reimagining The Right To Public Education, Logan Miller

BYU Education & Law Journal

Critiques of the United States public education system abound. Many of these critiques expose the reality that the public school system regularly fails to do what it purports to do. Others discuss how the public school system in fact achieves some of its more insidious purposes. When the reality of the public schooling experience – especially for students from marginalized communities – is juxtaposed with the lofty rhetoric surrounding public education, a substantial disjuncture is evident: there is a gap between the idealized notions of public education and the actual learning environments and outcomes for many public school students. For …

Three Common-Sense Measures To Limit The School-To-Prison Pipeline In Maryland, John Marinelli

BYU Education & Law Journal

In 2016, a Salisbury, Maryland eighth grader left class without permission and ran through the halls of his middle school. As punishment for his adolescent defiance, the boy was not sent home or suspended but rather pepper-sprayed, handcuffed, and criminally prosecuted.

This episode exhibits the harsh realities of a school-to-prison pipeline that annually funnels thousands of Maryland students into the criminal justice system as a consequence of in-school misbehavior. Criminal interaction of this sort negatively affects children in numerous well-documented, often disastrous ways. To improve these circumstances in Maryland, three contributing factors stand out as ripe for change: the state’s …

Equity In Education: Fixing Compensatory Education For Students With Disabilities, Melia Cerrato

BYU Education & Law Journal

In March 2020, the United States went into lockdown because of the COVID-19 pandemic. As a result, school districts were given little guidance on whether to cancel classes, provide distance learning, or give a mix of both. There are over 7 million students with disabilities, and while it is unknown how many of these were denied access to their statutory right to a free appropriate public education (FAPE)1 under the Individuals with Disabilities Education Act (IDEA), the multitude of class action lawsuits that arose out of the shutdown demonstrate how wide-spread the problem was for families. However, the denial of …

“It’S A Big Deal:” The Impact Of Texas’ Senate Bill 212 On Student Safety And Wellbeing On Texas’ College Campuses, Zachary W. Taylor, Joshua Childs, Pat Somers

BYU Education & Law Journal

Over the past few years, there has been a heightened sense of security and activism on college campuses regarding sexual harassment and sexual violence. On college campuses across the country, there have been a litany of lawsuits alleging that young adults—many of them college students—have either been assaulted on campus and institutions have not done their due diligence through Title IX reporting, or that students have been falsely accused and punished by a university that has overreached its legal authority.

Education Abroad For Students With Disabilities: Legal Implications, Heidi Fischer

BYU Education & Law Journal

Prior to the COVID-19 pandemic, United States (U.S.) student participation in education abroad (EA) programs increased by more than thirty percent over a ten-year span.1 During the 2018-19 academic year, more than 36,000 students studying abroad identified as students with disabilities (nearly ten percent).2 The steady rise in U.S. student participation in EA programs in the past decade not only suggests renewed post-pandemic growth, but it also supports the idea that greater quantities of students with disabilities will study abroad during their postsecondary education than in previous years. With nearly one in five undergraduate students identifying as having a dis-ability,3 …