The current best evidence meta-analysis reanalyzed the data from a meta-analysis by Graham et al. (J Educ Psychol 115:1004-1027, 2023). This meta-analysis and the prior one examined if teaching writing improved the writing of students in Grades 6 to 12, examining effects from writing intervention studies employing experimental and…

The Annual Literacy Survey is a survey for teachers and other school staff, asking about their attitudes to literacy as a whole, as well as reading, writing and speaking and listening. There were responses from 1,535 teachers from across primary, secondary and other settings. As outlined in report, the survey particularly interested in how this…

Educators consistently identify student motivation as a top concern, particularly during the transition to college, but often feel helpless to influence it. Some assume that students are simply motivated or not. Others are daunted by trying to shape an unobservable psychological phenomenon. "Invisible Forces" provides a framework for…

A mastery-based learning model has limited value in secondary English classrooms, particularly as it relates to writing instruction. Kelsey Hammond and Chelsey Barber argue against the focus on standardized benchmarks that are tied to mastery-based models in favor of an approach to writing that is explorative, personal, and imaginative. The rise…

This article examines African American rhetorical feature use in the secondary literacy classroom. It explores the historical evolution and pedagogical implications of incorporating African American rhetorical features into classroom writing instruction. The article discusses the historical evolution of African American Language and its position…

Literacy scholars have called for writing instruction to promote civic engagement, student agency, and multimodal composing. This study addressed this call by describing a research-practice partnership to reimagine writing instruction in a high school English course by incorporating human-centered design challenges. Using case study methods, we…

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…

Self-directed learning (SDL) is acknowledged as an effective language learning paradigm because learning a language is time-consuming. As language and literacy education is now embracing a more multimodal approach in writing instruction, teachers' multimodal technological, pedagogical, and content knowledge (TPACK) receives growing attention in…

There is an assumption that English teachers identify as writers. This article explores the stories of three secondary preservice English teachers, their descriptions of their writing experiences and their self-perceived vulnerabilities around writing. These narratives originated in a broader research study into the writer identities of preservice…

Teaching writing is not easy. Writing teachers often face problems with what kind of materials suitable for the students. This paper is intended to describe 1) the theoretical relationship between Content-Based Instruction and authentic materials that can be used by language teachers to teach writing in the classroom, 2) the previous studies of…

The ubiquity of written argument in academic contexts has underscored the importance of effective argument evaluation and writing pedagogies. Teachers can improve students' argumentation proficiency by intentionally addressing myside bias, the propensity to support arguments with which one preemptively agrees while selectively ignoring…

This article seeks to discuss the relations between reading and writing against the historical backdrop of the initial affirmation of the "studia humanitatis" in fifteenth-century renaissance Italy and its initial movement towards the North of Europe. It focuses first on the theory of education and learning expressed in the Treatises of…

In this article, we explore how the reading and writing of poetry can be a form of critical hope within secondary English teacher education courses, and across our experiences as English teachers. We begin by discussing a particular moment from our secondary English teacher education course, where one of our teacher interns prompted us to respond…

Learn how to develop and sustain multimodal, project-based learning (PBL) instruction in secondary English Language Arts classrooms. National standards encourage authentic forms of reading, writing, and communication that can support college and career readiness, and this book highlights PBL as a powerful way to harness students' interests and…

Purpose: Recently, practitioner literature in English education has taken up the issue of writing-related shame in classrooms, calling for teachers to help students develop resilience. One possible approach for nurturing shame resilience around writing is dialogic collaging: students make and dialogically engage with collages and with colleagues…