Checking, highlighting, adding and ticking off: Year 6 students' understandings of and responses to the use of goals in the New Zealand writing classroom

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dc.contributor.author Eltringham, Kathryn en
dc.contributor.author Hawe, Eleanor en
dc.contributor.author Dixon, H en
dc.date.accessioned 2018-10-14T19:22:49Z en
dc.date.issued 2017 en
dc.identifier.citation Education 3-13 46, 851-866 2017 en
dc.identifier.issn 0300-4279 en
dc.identifier.uri http://hdl.handle.net/2292/41233 en
dc.description.abstract Understanding the goals for learning is fundamental to students’ success as writers. We investigated how Year 6 students in New Zealand experienced, understood and responded to goals during a writing unit. The study took place over seven weeks. Data were gathered through interviews with two teachers and six student participants; field notes from lesson observations; informal chats with students; and the collection of teacher documents, resources and student artefacts. Student selected goals, success criteria and rubric statements served as points of reference for a number of writing experiences. Findings indicated the nature of the goals and the way they were framed resulted in the checking, highlighting, adding and ticking off of elements of persuasive writing. It was concluded if writing is to be understood and practiced as an art rather than a technical activity, goals for learning need to address the more substantive aspects of the genre and the writing process. en
dc.publisher Taylor & Francis (Routledge) en
dc.relation.ispartofseries Education 3-13 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 https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri https://authorservices.taylorandfrancis.com/sharing-your-work/ en
dc.title Checking, highlighting, adding and ticking off: Year 6 students' understandings of and responses to the use of goals in the New Zealand writing classroom en
dc.type Journal Article en
dc.identifier.doi 10.1080/03004279.2017.1379549 en
pubs.begin-page 851 en
pubs.volume 46 en
dc.rights.holder Copyright: ASPE en
pubs.end-page 866 en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.subtype Article en
pubs.elements-id 667631 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
pubs.record-created-at-source-date 2017-09-15 en
pubs.online-publication-date 2017-09-20 en


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