NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Every Student Succeeds Act…1
Assessments and Surveys
National Assessment of…3
What Works Clearinghouse Rating
Meets WWC Standards with or without Reservations1
Showing 1 to 15 of 273 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Brennan W. Chandler; Kristin L. Sayeski – TEACHING Exceptional Children, 2024
Writing is a complex activity requiring a wide range of skills. Sentence construction, a foundational writing skill, is necessary for paragraph and composition writing. Unfortunately, many current approaches to teaching writing place a priority on the product--focusing on teaching the process of writing lengthy pieces rather than providing…
Descriptors: Writing Instruction, Writing Skills, Sentences, Students with Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Scott Springer; Ann Springer – Management Teaching Review, 2024
Delivering bad news is an inevitable aspect of management. Teaching students to deliver bad news effectively and professionally can be successfully implemented into a course that addresses elements of managerial communication. In this article, we explain an experiential exercise that applies components of a three-phase model for delivering bad…
Descriptors: College Students, Administrator Education, Communication Strategies, Experiential Learning
Peer reviewed Peer reviewed
Direct linkDirect link
André Kalmendal; Ida Henriksson; Thomas Nordström; Rickard Carlsson – Campbell Systematic Reviews, 2024
This is the protocol for a Campbell systematic review. The objectives are as follows. This review aims to investigate the effectiveness of all types of teacher-delivered classroom-based strategy instruction aimed at students in the general population (all students) including struggling students (with or at-risk of academic difficulties) in ages…
Descriptors: Writing Instruction, Writing Strategies, Teaching Methods, Writing Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Yuehai Xiao; Angel Zhao – European Journal of Psychology of Education, 2025
Some previous researchers attempted to bridge the gap between two bodies of research: the role of metacognitive knowledge in second language (L2) writing and L2 collaborative writing (CW). Although recent studies unveiled the positive impacts of learners' metacognitive knowledge on L2 collaborative writing, there is not yet consensus regarding the…
Descriptors: Metacognition, Second Language Instruction, Second Language Learning, Collaborative Writing
Peer reviewed Peer reviewed
Direct linkDirect link
Alexander, Patricia A.; Fusenig, Jannah; Schoute, Eric C.; Singh, Anisha; Sun, Yuting; van Meerten, Julianne E. – Written Communication, 2023
In this article, we share what we learned about undergraduates' struggles in writing quality summaries, comparison texts, and argumentative essays that were components of a unique course, Learning How to Learn. This course was designed to address core psychological issues that impede optimal learning for students from all majors, many of whom are…
Descriptors: Undergraduate Students, Writing (Composition), Persuasive Discourse, Academic Language
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Leala Holcomb; Hannah Dostal; Kimberly A. Wolbers – Odyssey: New Directions in Deaf Education, 2023
Some older deaf students encounter challenges with print literacy, which can result from experiencing language deprivation and communication neglect. This article describes the authors' evidence-based framework that provides tailored language support--Strategic and Interactive Writing Instruction (SIWI)--and how it can counter language deprivation…
Descriptors: Students, Deafness, Students with Disabilities, Language Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Rowe, Deborah Wells; Shimizu, Amanda Yoshiko; Davis, Zarabeth G. – Reading Teacher, 2022
Given the importance of early writing experiences, a key question is how educators can increase the amount and quality of writing in early childhood settings. Expert early writing teachers were observed to identify the types of activities and interactions they used to engage 4- and 5-year-olds as writers. Writing instruction occurred as part of…
Descriptors: Emergent Literacy, Writing Instruction, Preschool Education, Preschool Children
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Cynthia Puranik; Daphne Greenberg; Charles MacArthur; Zoi Philippakos – Adult Literacy Education, 2023
Writing is a critical skill that is considered important for employment, further education, civic participation, health, and personal fulfillment. For example, a substantial percent of nearly all jobs that non-college graduates possess require some type of writing. Workers are increasingly required to use their writing skills for memos, reports,…
Descriptors: Writing Instruction, Writing Skills, Writing Strategies, Adult Education
Peer reviewed Peer reviewed
Direct linkDirect link
Driessens, Sarah; Parr, Michelann – Reading Teacher, 2020
The authors expand discussions about critical literacy with a focus on how quick writes can be used to facilitate critical literacy within the context of both teaching and learning. Quick writes, initiated by carefully crafted invitations, are presented as a low-risk space for students to address issues of social justice and civil rights. Writing…
Descriptors: Critical Literacy, Writing Strategies, Social Justice, Civil Rights
Quigley, Alex – Routledge, Taylor & Francis Group, 2022
This book explains seven critical steps to improve children's writing. Though seemingly 'natural', writing proves devilishly difficult for far too many school pupils and closing this gap can have a lasting impact on their academic and life success. With the goal of giving every teacher the knowledge and skill to teach writing with confidence, it…
Descriptors: Writing Skills, Achievement Gap, Writing Instruction, Teacher Competencies
Peer reviewed Peer reviewed
Direct linkDirect link
McKnight, Lucinda – International Journal of Inclusive Education, 2023
The teaching of writing in secondary English subjects in Australia, as in other countries including England and the United States, has become increasingly formulaic. Pedagogies including direct instruction, modelling, scaffolding, and genre-based approaches involve the implementation of formulas for writing sentences, paragraphs, and entire…
Descriptors: Writing Instruction, Teaching Methods, Secondary Education, English Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Murnan, Reagan; Cornell, Heidi – Journal of Special Education Technology, 2023
High levels of self-regulation and attentional management are essential to skilled writing. Many students with disabilities struggle with the demands of expressing their ideas through writing. The act of high-quality composition requires close attention and management of the entire writing process: planning, composing, and revising. Many students…
Descriptors: Self Management, Attention, Writing Skills, Students with Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Rowland, Amber; Smith, Sean J.; Lowrey, K. Alisa – Journal of Special Education Technology, 2022
Individuals with disabilities continue to struggle with writing. Most students with disabilities do not measure at even the most basic level in writing assessments. Technology offers tools to support writing instruction, but many teachers acknowledge a lack of confidence in designing instruction using these tools in writing. Using the 6 Traits of…
Descriptors: Students with Disabilities, Writing Difficulties, Basic Writing, Writing Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Kristen Starkowski – Composition Forum, 2024
Student writers labeled "underprepared" by colleges often have trouble imagining themselves as scholars. Challenges these students routinely encounter include difficulty forming original insights and translating ideas to the page. Although the usage of the term "underprepared" varies across institutional contexts, the…
Descriptors: Curriculum Design, College Freshmen, Freshman Composition, Developmental Studies Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Harris, Karen R.; McKeown, Debra – Theory Into Practice, 2022
The ability to write is fundamental for learning and achievement across Grades K-12, performance in the workplace, continuing education, college, personal development, and addressing social justice. The majority of our students, however, are not capable writers. We have a body of evidence-based practices (EBPs) and best practices that can make a…
Descriptors: Barriers, Evidence Based Practice, Writing Instruction, Elementary Secondary Education
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  19