Abstract:
The present review responds to the request from the Ministry of Education for an analysis of quantitative and mixed methods studies since 2005 on effective approaches to the teaching of writing in English-medium settings, largely in Anglophone countries. Qualitative research was deemed out of scope for this review.
Eight areas of focus guided the review, as follows:
• The development of writing expertise
• The approaches to teaching writing and the evidence regarding the success of these approaches
• The depth of teacher knowledge
• The role of Initial Teacher education (ITE).
• Professional learning and development
• Wellbeing and self-efficacy in writing.
It was intended that the review primarily inform and provide recommendations for New Zealand teacher knowledge and practice in writing.
