It's all about Baxter: task orientation in the effective teaching of writing

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Show simple item record Gadd, Murray en Parr, Judith en 2017-11-23T01:19:35Z en 2016-04 en
dc.identifier.citation Literacy 50(2):93-99 Apr 2016 en
dc.identifier.issn 1741-4350 en
dc.identifier.uri en
dc.description.abstract This New Zealand-based study of the classroom practice of nine exemplary teachers of writing to upper primary-age students explored the significance of task orientation as a component of effective teacher instruction and the instructional strategies or actions that effective teachers utilise to promote such. Effectiveness pertains to teachers being able to generate a positive impact on learners' engagement and academic outcomes. Particular attention was given to the content and organisation of the tasks and activities that teachers required of their students. Analysis of observed teacher practice in relation to learner gains showed actions associated with task orientation to be strongly associated with student progress in writing. Two indicators linked particularly with learner gains in writing. They relate to teachers being able to select and promote learning tasks that are purposeful and challenging for students and to students being involved in the selection or construction of learning tasks. There were relatively high levels of proficiency with regard to teachers being able to select and promote purposeful and challenging tasks but significant operational variability with regard to teachers involving their students in task selection or construction. Classroom illustrations are provided on how effective teachers promote learner involvement in task selection or construction. en
dc.publisher Wiley en
dc.relation.ispartofseries Literacy 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.uri en
dc.title It's all about Baxter: task orientation in the effective teaching of writing en
dc.type Journal Article en
dc.identifier.doi 10.1111/lit.12072 en
pubs.issue 2 en
pubs.begin-page 93 en
pubs.volume 50 en
dc.rights.holder Copyright: Wiley en
pubs.end-page 99 en
pubs.publication-status Published en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 522523 en Education and Social Work en Curriculum and Pedagogy en
pubs.record-created-at-source-date 2017-11-23 en 2016-01-19 en

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