Descriptor
| Comparative Analysis | 7 |
| Program Effectiveness | 7 |
| Writing Research | 7 |
| Writing Instruction | 5 |
| Writing Improvement | 4 |
| Primary Education | 3 |
| Writing Achievement | 3 |
| Higher Education | 2 |
| Sex Differences | 2 |
| Teaching Methods | 2 |
| Academic Standards | 1 |
| More ▼ | |
Author
| Boyer, Wanda Arleen Rumson | 1 |
| Gilman, David A. | 1 |
| Haugen, Nancy S. | 1 |
| Hertz-Lazarowitz, Rachel | 1 |
| Jerome, Kathy | 1 |
| Polin, Linda | 1 |
| Roberts, David Harrill | 1 |
| Schaedel, Bruria | 1 |
| Spillman, Carolyn V. | 1 |
| White, Edward | 1 |
Publication Type
| Reports - Research | 5 |
| Speeches/Meeting Papers | 3 |
| Dissertations/Theses -… | 1 |
| Information Analyses | 1 |
| Journal Articles | 1 |
| Reports - Evaluative | 1 |
Education Level
Audience
Location
| Indiana | 1 |
| Israel | 1 |
| Mississippi | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Indiana Statewide Testing for… | 1 |
What Works Clearinghouse Rating
| Does not meet standards | 1 |
Polin, Linda; White, Edward – Writing Program Administration, 1985
Draws from date collected in a study of effective college composition instruction to discover six instructional patterns: (1) the literature approach, (2) the peer workshop approach, (3) the individualized workshop approach, (4) the text-based modes approach, (5) the basic skills approach, and (6) the service course approach. (FL)
Descriptors: Comparative Analysis, Educational Philosophy, Higher Education, Program Effectiveness
Haugen, Nancy S. – 1982
A study was undertaken to determine whether participation in the Wisconsin Writing Project (WWP) could influence teacher behavior to such an extent that it affected student writing achievement. Subjects were fifth grade students in six classes taught by teachers who had attended WWP summer institutes and six classes taught by teachers who had not…
Descriptors: Comparative Analysis, Grade 5, Inservice Teacher Education, Intermediate Grades
Download full textJerome, Kathy; Gilman, David A. – 2003
This study compared ISTEP+ (Indiana Statewide Testing for Educational Progress) writing test scores before the implementation of a writing improvement program with ISTEP+ writing test scores. The study was conducted two years after such a program was implemented. Data from two groups was collected for this comparison. The first group used was the…
Descriptors: Academic Standards, Comparative Analysis, Early Intervention, Grade 3
Roberts, David Harrill – 1982
The writing center at Bluefield State College (West Virginia) is called the SPICE Center, SPICE being an acronym for Self Paced Instruction for Competency in English. In addition to emphasizing skill acquisition and flexibility, it stresses face-to-face evaluation of written work, and places heavy emphasis on writing as process instead of writing…
Descriptors: Community Colleges, Comparative Analysis, Conventional Instruction, Higher Education
Hertz-Lazarowitz, Rachel; Schaedel, Bruria – 1997
A study investigated the effectiveness of the Success for All (SFA) program developed at Johns Hopkins University. The program emphasizes prevention of failure, personal tutoring, family-school program, and regular evaluation of student progress. In 1996, the program involved schools in northern Israel--Arabic and Jewish, religious and secular.…
Descriptors: Comparative Analysis, Cross Cultural Studies, Elementary Education, Foreign Countries
Spillman, Carolyn V.; And Others – 1986
A study evaluated the effects of one reading software program on the written language production of kindergarten and first grade students. Subjects were approximately 600 students from six different schools--three using the computerized reading program, Writing to Read, and three comparable in demographics, but not using the program. Stories…
Descriptors: Comparative Analysis, Computer Assisted Instruction, Computer Software, Language Experience Approach
Boyer, Wanda Arleen Rumson – 1990
A study investigated whether the writing outcomes of first-grade pupils participating in the Writing-to-Read (WTR) program differed significantly from the writing outcomes of pupils in a traditional language arts curriculum (No-WTR). The study also investigated whether differences were attributable to gender, race, socioeconomic status, individual…
Descriptors: Beginning Writing, Comparative Analysis, Elementary School Students, Grade 1
