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…

Teachers understand the importance of think-alouds, yet research shows that think-alouds may be used ineffectively in practice. Often, this results from the difficulty of explicitly sharing the inner thought processes of competent readers and writers in transferable ways for students. To our knowledge, a tool for helping preservice teachers…

Teachers' conceptions of assessment, as a dimension of assessment literacy, have an impact on their assessment practices. Chinese teachers of English as a foreign language (EFL) writing hold a range of conceptions of assessment because of the generally poor English writing proficiency of their students, the requirement in higher education for…

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,…

Although writing instruction can positively impact reading for students across grades and levels of literacy, the extent to which these findings generalize to young students with literacy difficulties is unclear due to the dynamic nature of reading-writing relations. The purpose of this meta-analysis was to examine the effects of writing…

Purpose: There is little research into how teachers think about and teach creative writing and its redrafting and how this might differ depending upon the age of the pupils being taught. This paper aims to compare the creative writing conceptualisations and practices of primary school teachers (5-11-year olds) and secondary school teachers…

Writing groups have the potential to be positive academic communities, but often become problematic spaces where students go to get their writing "fixed." In this article, the authors draw on literature from peer response groups as well as social justice pedagogies to explore how teachers might develop these groups as spaces for student…

The research process is usually construed as linear, from registration to graduation, defined by completion within a certain period. This notion of a linear 'pipeline' has been critiqued for its embeddedness in a managerial discourse and the way it constrains transformation. Here, we focus on how writing support gets ensnared in 'pipeline…

We estimated effects of writing interventions on the level and trend of writing fluency--rate of total words written over time--by students with and without disabilities. Using mixed-effects regression and an information-theoretic ranking of competing models, we synthesized results of 42 single-case experimental design studies with a total of 205…

Packed with practical tools, this book provides K-6 educators with a research-based framework for accelerating the reading and writing growth of underperforming students. Strategies and resources are included for building foundational skills, comprehension, and vocabulary; engaging students with independent reading and periodicals; developing…

Online textbooks or Open Educational Resources (OER) have become more popular in recent years due to the rising costs of textbooks. Unfortunately, few OER currently exist that address topics in recreation, sport, tourism, or leisure management. Most OER are written by faculty, but DeRosa argued that it could benefit students to write their own…

Despite the growing movement to embrace sociomaterial approaches to feedback practices (e.g. Gravett, 2020), dialogicity remains the prominent and dominant approach, especially in the teaching of introductory or compulsory writing courses at the tertiary level. To examine this in our own practice, we reflected on and compared our written…

Writing is a fundamental skill needed for academic success and is considered a lifelong tool. Most students in the United States, however, do not meet grade-level proficiency in writing. Since 2015, the fourth-grade writing performance has not exceeded 50% proficient at the study site. The purpose of this basic qualitative study was to explore…

As we know and understand, reading and writing can be digital or material, and these literacy practices occur in complex layers of information intake and production. Much of writing scholarship explores and argues for an expanded and nuanced definitions of "literacy" and "embodiment." Such understandings require us to consider…

This article conceptualises studies in professional learning through the novel lens of 'reflexive empathy'. Reflexive empathy draws on Margaret Archer's theory of reflexivity, and positions it as an enabler of empathy to support researchers' approaches to providing contextualised, supportive professional learning for teachers who are involved in…