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Teacher Reports Of Secondary Writing Instruction With Deaf Students, Kimberly A. Wolbers, Hannah Dostal, Leala Holcomb

Theory and Practice in Teacher Education Publications and Other Works

Since students’ writing skills are largely shaped by the quality of instruction they receive, we can learn from what teachers report about their beliefs and approaches to the teaching and learning of writing. This study explores the state of writing instruction at secondary levels with deaf and hard of hearing (DHH) students through a mixed-methods approach using a sequential explanatory design. Two hundred and twenty-two teachers responded to a survey about writing instruction, and 10 teachers participated in follow-up focus groups. The findings indicate that the primary difference between the hearing middle and high school student population and the DHH …

A Three-Year Study Of A Professional Development Program's Impact On Teacher Knowledge And Classroom Implementation Of Strategic And Interactive Writing Instruction, Kimberly A. Wolbers, Hannah M. Dostal, Paulson Skerrit, Brenda Stephenson

Theory and Practice in Teacher Education Publications and Other Works

A professional development (PD) program for Strategic and Interactive Writing Instruction (SIWI) integrating effective PD features was implemented with teachers over three years. Using a one-way analysis of variance (ANOVA), it was examined whether length of participation in PD impacted knowledge and ability to faithfully implement. Findings indicate significant improvements with each year of PD; those who participated for three consecutive years received the highest possible ratings on knowledge as measured by the Levels of Use (LOU) and instruction as measured by the SIWI observation and fidelity instrument. Additionally, because of modifications to the PD program, it was examined …

Video Review And Reflection For Ongoing Inservice Teacher Professional Development, Hannah M. Dostal, Kimberly A. Wolbers

Theory and Practice in Teacher Education Publications and Other Works

Purpose. In this chapter we describe how a rubric-style observation instrument for observing classroom writing instruction was used to focus and optimize collaborative video analysis sessions among teachers and researchers spread across six states. As part of a 3-year Institute of Education Sciences (IES) development grant, we used videos of classroom instruction both as data for researchers studying the nature and impact of a specific instructional approach, Strategic and Interactive Writing Instruction (SIWI), and as a vehicle for collaborative teacher professional development-- for both teachers and teacher leaders.

Design. By tying video analysis to a shared observation instrument, we were …