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Full-Text Articles in Education
Adolescents’ Writing In The Content Areas: National Study Results, Kristen Campbell Wilcox, Jill V. Jeffery
Adolescents’ Writing In The Content Areas: National Study Results, Kristen Campbell Wilcox, Jill V. Jeffery
Educational Theory and Practice Faculty Scholarship
While many adolescents in US school settings do not achieve basic levels of writing proficiency, new standards and assessments hold all students, regardless of academic performance history and language background, to higher standards for disciplinary writing. In response to calls for research that can characterize a range of adolescents’ writing experiences, this study investigated the amount and kinds of writing adolescents with different academic performance histories and language backgrounds produced in math, science, social studies, and English language arts classes in schools with local reputations of excellence. By applying categories of type and length, we analyzed the writing of 66 …
Rubric-Referenced Self-Assessment And Self-Efficacy For Writing, Heidi Andrade, Xiaolei Wang, Ying Du, Robin L. Akawi
Rubric-Referenced Self-Assessment And Self-Efficacy For Writing, Heidi Andrade, Xiaolei Wang, Ying Du, Robin L. Akawi
Educational Theory and Practice Faculty Scholarship
The authors investigated the relation between long- and short-term rubric use (including self-assessment), gender, and self-efficacy for writing by elementary and middle school students (N = 268). They measured long-term rubric use with a questionnaire. They manipulated short-term rubric use by a treatment that involved reviewing a model and using a rubric to self-assess drafts. The authors collected self efficacy ratings 3 times. Results revealed that girls’ self-efficacy was higher than boys’ self-efficacy before they began writing. The authors found interactions between gender and rubric use: Average self-efficacy ratings increased as students wrote, regardless of condition, but the increase in …