Historically, both special education and inclusive general education teachers report feeling unprepared to teach writing, specifically for students with high-incidence disabilities (HID) and those considered to be low-performing writers. Unfortunately, in the United States, these student populations are not making adequate gains in their written…

This paper focuses on the professional development of primary school teachers using drama to develop creative writing across the curriculum. Sponsored by the United Kingdom Literacy Association, the two-term project involved four teachers working with theatre educators to use process drama. The collaborative approach was supported by learning…

Writing Across the Curriculum has typically been discussed in terms of curricular or pedagogical transformation. While it helped to transform teaching from lecture-centered classrooms into more student-centered pedagogies, less is known about how those transformations happen and what impact those transformations have on teachers. More recently,…

The purpose of the study was to (a) design and examine the effects of a yearlong professional development model on the writing quality of 3rd to 5th graders across genres and on their teachers' confidence, and (b) to make revisions based on results and teacher's feedback. Participants were 11 teachers, 273 students, and a principal. The study had…

Just as physical activity should be a lifelong endeavor, so should writing. With confidence and professional development, physical educators can be writers as well as teachers of writing.

Improving the information literacy and writing skills of undergraduate social work students continues to be an issue for social work educators. In spite of the persistent concern, only a few studies examine the factors influencing these skills and interventions to strengthen them. This article details a faculty-librarian collaborative teaching…

WAC scholars have demonstrated a strong commitment to faculty professional development in WAC programs but have yet to engage in much conversation, at least in scholarly literature, about the training of TAs in the teaching of writing. The rising number of TAs in doctoral-granting institutions and WAC programs suggests their role in teaching…

Innovations in faculty development, particularly those that make the most of available technologies, are essential. "Learning is a social activity and we are social beings; and everything is connected" (Trammel & Bruce, 2008). Finding methods for creating these faculty connections is a challenge--one that can be met by technology.…

This book highlights the work of talented writing center teachers who share practices and lessons learned from today's most important high school writing centers. The authors offer innovative methods for secondary educators who deal with adolescent literacy, English language learners, new literacies, embedded professional development, and…

This case study examined the experiences of two middle level teachers as they worked with a literacy coach and university partners in an instructional improvement initiative. Robert and Janice worked together as a two-teacher team. Across the three years of the study, they collaborated with Melissa, the literacy coach, to integrate reading and…

It has been almost 30 years since the last systematic look at writing instruction in middle schools and high schools in the United States (Applebee, Writing). Since that report, there have been a number of significant changes in the contexts in which teachers teach and in which their students learn to write. Stretching back to the 1969-70 school…

Describes a method for teaching writing based on a psychodynamic theoretical orientation and critiques other conceptualizations. Gives examples of the hermeneutic dialogue that teaches writing through an interpretive exchange between student and instructor. Explores the difficulties with this method as well as others reviewed. (Author/NL)

An ongoing study evaluated the effectiveness of a writing across the curriculum (WAC) program at a small liberal arts college. Fifty-five out of 99 full-time faculty responded to a survey seeking to compare WAC faculty who had voluntarily participated in at least a 3-day workshop to faculty not involved in the WAC program. Pre- and post-workshop…

In 1989, a study was conducted within the Minnesota Community College System to determine the effects of a 3-year Writing Across the Curriculum (WAC) staff development program on the quality of student writing and on student mastery of course objectives. The study methods included faculty interviews, student and faculty surveys, holistic ratings…

The Teaching Support Center (TSC) at the University of North Dakota was established in 1992 to provide faculty and graduate assistants with a wide range of pedagogical, professional, and technological assistance in order to improve the quality of instruction. A 3-year plan was developed to implement 13 goals, which are: (1) determining the needs…