Writing Project Professional Development Continues to Yield Gains in Student Writing AchievementDate: July 15, 2010
Summary: NWP's latest research results demonstrate that professional development programs designed and delivered by NWP sites have a positive effect on the writing achievement of students across grade levels, schools, and contexts.
Key FindingsIn 16 studies conducted in seven states, 103 of 112 comparisons show positive results in writing achievement favoring students in classrooms of NWP participants.
Student results are strong and favorable in those aspects of writing that the NWP is best known for, such as development of ideas, organization, and stance.
Students in Writing Project classrooms gained more often than their peers in the area of conventions as well, suggesting that basic skills also benefit from the NWP approach to teaching writing.
In the overall or holistic measure, in every case the improvement of students taught by teachers who participated in NWP programs exceeded that of students whose teachers were not participants.
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Technology a key tool in writing instruction: Students should have an opportunity to write for a real audience and collaborate on writing projects, experts say—and the internet can help
By Maya T. Prabhu, Assistant Editor
While there are still many obstacles facing teachers in implementing technology, teachers play a critical role in driving the use of technology to teach writing, says a recent report by the National Writing Project (NWP) and the College Board.
In the report, “Writing, Learning, and Leading in the Digital Age,” nine teachers—selected for their commitment to excellence and for a diverse set of disciplines, locations, kinds of schools, and student populations they represent—were observed by a writer for one day and then interviewed.
“The best way to make the case for technology and writing was to show how technology is being used,” said Alan Heaps, vice president for advocacy at the College Board.
The report found that the use of Web 2.0 tools such as blogs, podcasts, wikis, and comics-creating software can heighten students’ engagement and enhance their writing and thinking skills in all grade levels and across all subjects.
“The experience of these nine teachers reminds us of the central role they play in true education reform. It’s teachers who are the technology drivers, seeking out digital tools, learning them, testing them, and finally implementing them successfully in their classrooms,” said Sharon J. Washington, executive director of NWP.
The College Board and NWP recommend that three things be done to meet the challenges of teaching and learning in the digital age at all levels of education, said NWP co-director Elyse Eidman-Aadahl.
First, every student needs one-on-one access to computers or mobile technology in classrooms.
“Technology can’t have an impact on children if they don’t have access,” Eidman-Aadahl said.
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