Effective instructional practices to improve the writing quality of struggling writers in culturally diverse senior secondary school English classrooms

Show simple item record

dc.contributor.advisor Jesson, R en
dc.contributor.author Brits, Martha en
dc.date.accessioned 2014-05-15T21:37:09Z en
dc.date.issued 2014 en
dc.identifier.uri http://hdl.handle.net/2292/22103 en
dc.description Full text is available to authenticated members of The University of Auckland only. en
dc.description.abstract This mixed method sequential exploratory study identified instructional practices used by successful secondary English teachers to improve the writing quality of their culturally diverse senior secondary struggling writers. Their competence as writing teachers was evident in the high percentage of their struggling writers achieving success in the national examination writing assessments. For the purpose of triangulation, multiple data collection instruments were used (lesson observation, teacher interviews and student questionnaires). Findings indicated that within an overarching Process Writing Approach, the teacher-participants used eight of the ten most recommended instructional practices (collaborative learning; deliberate acts of teaching to teach writing strategies, self-regulatory strategies, grammar and syntax, and text structure using models; differentiation; feedback; and a supportive learning environment). Interestingly, despite not being ranked highly in the relevant literature as an effective practice, teaching as inquiry was central to the teacher-participants’ practice. This may be due to teaching as inquiry being overtly promoted as effective pedagogy in the New Zealand Curriculum, teaching support material and literacy intervention programmes. Additionally, the teacher-participants also emphasized the importance of writing mileage to improve writing quality. The conclusion drawn from this study is that the instructional practices the successful teacher-participants used had been empirically confirmed to effectively improve writing quality, and that their choice of instructional practices was based on the specific needs of their students. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights Restricted Item. Available to authenticated members of The University of Auckland. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Effective instructional practices to improve the writing quality of struggling writers in culturally diverse senior secondary school English classrooms en
dc.type Thesis en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Masters en
dc.rights.holder Copyright: The Author en
pubs.author-url http://hdl.handle.net/2292/22103 en
pubs.elements-id 438820 en
pubs.record-created-at-source-date 2014-05-16 en


Files in this item

Find Full text

This item appears in the following Collection(s)

Show simple item record

Share

Search ResearchSpace


Browse

Statistics