This chapter provides a systematic review of research published between 2006 and 2022 on the use of artificial intelligence (AI) platforms in writing instruction. We theorize writing and platforms as complex ecologies, investigating the interplay of their relations and implications for educational equity. Our findings suggested three functional…

This study explored the professional development issues, challenges, and opportunities faced by calligraphy teachers in the context of disciplinary integration. Descriptive survey was used in the study to explore the professional development of Calligraphy teachers' discipline integration. Through questionnaire surveys and comprehensive analysis,…

Envisioned as a story, a guide, a resource, and an aesthetic experience, this book features the work of a multigenerational collective of K-12 educators, students, and teaching artists seeking educational justice. This multivocal approach illustrates how bringing together arts-infused writing pedagogies, with the visionary and intellectual force…

How do educators sustain K-12 district initiatives? Teaching and learning initiatives, despite being well-intentioned, often struggle to gain traction due to limited teacher acceptance or inconsistent program fidelity, so much so that many are familiar with the concept of "initiative decay." Even the most promising initiatives can…

In this study, in which artificial intelligence applications are examined at the K-12 level, the discussions are multi-dimensional. The use of artificial intelligence applications at the K-12 level, and especially the integrated use of online writing tools into the writing lessons, has led to the occurrence of plagiarism from time to time. In the…

New science demonstrates how students with and at risk for emotional and behavioral disorders experience trauma at higher rates than their peers. When providing writing instruction to these students, it is imperative that the approaches used be viewed through a trauma-informed lens. This article describes steps teachers can take to view writing…

Since students' writing skills are largely shaped by the quality of instruction they receive, we can learn from what teachers report about their beliefs and approaches to the teaching and learning of writing. This study explores the state of writing instruction at secondary levels with deaf and hard of hearing (DHH) students through a…

This paper reports a systematic narrative synthesis review conducted on the educational effectiveness of genre theory/systemic functional linguistics pedagogies for improving reading and writing outcomes in K-10 education within mainstream classrooms in Australia, the UK, the USA, New Zealand, and Canada. This framework has significant influence…

The teaching of literacy/language arts and mathematics is not a pairing traditionally found in classrooms. However, there are ways to link the two vital core subjects. This article will explore using writing as a tool for students to work through mathematical processes by integrating writing and literacy curriculum as a subject to complement, not…

This review examines which types of instruction in writing-to-learn lead to effects on insight and topic knowledge in different disciplines, in grades 5-12 and in higher education. Forty-three empirical studies have been selected to answer this question. Four types of instruction are distinguished. Three of them are based on hypotheses proposed by…

This article brings together data from two complementary studies of the teaching of writing in Australia. Mobilising motifs of the hum and the hive to think together how our projects resonate, the authors highlight a key concern that emerges across both studies: the absence of real-world audiences for student writing in contemporary pedagogy.…

Writing can improve children's speaking, boost their reading comprehension, build their knowledge, and elevate their thinking. However a reason it may be hard to learn is that without explicit writing instruction, children often write the way they speak. From elementary through high school, many children answer questions with little elaboration.…

Content literacy is a crucial skill that enables students to read, comprehend, and use subject-specific information across various academic disciplines. This Spotlight will help readers explore how one district is integrating writing with rich content; analyze research on content-focused instruction; learn tips for combining screen and printed…

Students with autism spectrum disorder (ASD) often present with difficulties in writing performance. Despite the importance of writing to achieving positive academic, employment, and social outcomes, relatively little research has been conducted examining the effects of intervention on the writing performance of individuals with ASD. Previous…

This two-year study examined the impact of Spalding's The Writing Road to Reading literacy program on student achievement across grades K-5 in 14 Arizona schools. Using a quasi-experimental matched design, researchers compared 687 students from three Spalding schools with 1228 students from eleven comparison schools using Fundations. Data from…