In order to prepare effective writing teachers, teacher educators need an understanding of how preservice preparation programs, inservice professional development, and the policies and practices of K-12 schools work together to influence teachers' writing instruction. This qualitative case study uses complexity theory (Davis & Sumara, 2006) to…

Reviews recent complex and somewhat confusing evidence on writing-to-learn. Draws on the field of cognitive psychology to offer a way to reconceptualize how researchers might approach the study of the impact of writing on learning. Considers five methods for assessing structural changes in knowledge due to writing. (MG)

Examines whether exploratory talk in small groups can help students assimilate new information on complex topics more effectively than can participation in a class discussion or lecture. Finds that, of the three treatments, small group discussion is more effective in improving the students' knowledge as they prepared to write and in the quality of…

Investigates the effects of three study conditions (review only, study questions, and analytic essay writing) on high school students' writing and learning from text. Analyzes these strategies with regard to their impact on student concept application, immediate recall, delayed recall, and recall of manipulated content. Finds writing offers…

Traces the development of studies of writing related to teaching and learning that have appeared in "Research in the Teaching of English" (RTE) between 1966 and 1986. Finds that RTE has served to both maintain the dominant paradigm and act as a forum for calls to pursue other research approaches. (JAD)

The research reported here examined word study as an approach to spelling instruction. In particular, the researchers investigated kindergarten children's transfer of specific words, word knowledge, concepts about print, and strategies for spelling unknown words to their self-selected journal writing. Results of the study indicated that the…

Examines the structure of 100 pieces of nonnarrative writing composed by students in grades 1, 2, and 3. Analyzes the coherence in each of the pieces and the hierarchical ordering of information. Suggests the inadequacy of the term "expressive writing" to describe the initial writing done by students in the sample. (AEW)

Explores the learning experiences of college students in an Introduction to Philosophy course and the learning experiences of research collaborators themselves. Finds that learning involves juxtaposing conflicting ways of knowing and that learning occurs when authority for knowledge is redistributed. (PRA)

This study was conducted by members of a site of the California Writing Project in partnership with a large, urban, low-SES school district where 93% of the students speak English as a second language and 69% are designated Limited English Proficient. Over an eight-year period, a relatively stable group of 55 secondary teachers engaged in ongoing…

Investigates whether students could more easily remember synthetic words by rehearsing with definitions, examples, or sentence composing. Concludes that students who used sentence composing performed better on a posttest than those who had rehearsed using examples and definitions. (SRT)