In the last decade, researchers have focused more on how to provide instructional supports for mathematics writing (Powell et al., 2017). In this synthesis, we examined 22 studies about mathematics writing to determine the overall mathematics-writing and mathematics outcomes of mathematics-writing instruction, the mathematics-writing and…

In the current investigation, we evaluated the effects of technology-based instructional prototype in teaching eight students with extensive support needs to construct sentences. We employed a concurrent multiple probe research design and determined that the package was effective for seven of the participants. Further, teachers reported favorable…

The purpose of this study was to implement information literacy (IL) into Science, Technology, Engineering, and Mathematics (STEM) writing courses at an urban community college, investigate if students' information literacy (IL) skills were improved through library one-shot instruction, and determine if there was an association between IL skills…

Content writing contributes to students' positive learning and outcomes. Mathematical-content writing has been shown to positively support students' mathematical reasoning, but it is challenging for many students with and without learning disabilities. This study explores proof-of-concept evaluation to extend self-regulated strategy development,…

The objectives of the research are to examine: (1) whether Content-Based Instruction is more effective than Problem-based learning to teach writing to the EFL Learners; (2) whether the EFL Learners having high creativity have better writing than those having low creativity; and (3) whether there is an interaction between teaching methods and EFL…

Although many agree that writing can make a unique contribution to learning, harnessing that contribution is difficult, particularly in the middle grades. The purpose of this study was to measure the efficacy of a feasible writing-to-learn intervention in Grade 6-11 science classes. We focused on middle school students because this group has been…

The Five Minute Teach (5MT) serves as both a training tool for graduate teaching assistants (TAs) and a format for explicit discipline-based writing instruction. Here the authors describe the development and execution of the 5MT as part of a professional development course for TAs in the sciences. Specifically, the 5MT uses learning objectives and…

The ability to write effectively and use writing as a tool for learning is essential for students' success in the middle grades--and beyond. This practice guide highlights several research-based practices that can be used school-wide to help middle grades students become better writers. This paper presents four questions middle grades educators…

This article reports on a study that suggests ways that Writing Across the Curriculum/Writing in the Disciplines (WAC/WID) programs can increase the effectiveness of their efforts, including implementation of writingintensive courses, which are one of the Association of American Colleges and Universities' High-Impact Educational Practices. The…

Disappointed that the use of the "PEEL" writing scaffold had led her Year 11 students to write some rather dreary essays, Claire Simmonds reflected that a lack of specific training on historical writing might be to blame. Drawing on genre theory and the work of the history teaching community, Simmonds attempted to theorise the…

The authors discuss a scholarship of teaching and learning project conducted in three first-year writing seminars of different disciplines. The goal was to introduce students to academic inquiry, which they define as the process of critically analyzing class materials, engaging with the larger body of knowledge on a topic, using evidence to…

This study explored the extent to which an 18-day history and writing curriculum intervention, taught over the course of one year, helped culturally and academically diverse adolescents achieve important disciplinary literacy learning in history. Teachers used a cognitive apprenticeship form of instruction for the integration of historical reading…

Students with emotional and behavioral disorders (EBD) often struggle to be effective writers. Self-regulated strategy development (SRSD) is one approach to writing instruction that has demonstrated success for students with EBD. However, there is little research exploring its utility to teach writing to students with EBD in social studies. The…

Peer review was used as a primary pedagogical tool in a scholarly writing course for social work doctoral students. To gauge student response to peer review and learning as a result of peer review, the instructor used narrative analysis to organize student comments into themes. Themes identified included initial trepidation, "no pain, no…

This yearlong ethnographic case study investigated higher and lower track adolescents' experiences with core content-area (social studies, science, and math) writing in one urban working-class district. Teacher, student, and administrator interviews; field notes; and students' written work comprised the data set. The findings from this…