A research partnership to enhance capacity to analyse students in writing , using the English Exemplars, so that evidence can be used more effectively to modify writing instruction in order to raise student achievement in writing

One year only: 2006–2007
Libby Limbrick, The University of Auckland

Project aims

The project aims to:

• enhance teachers’ capacity to analyse students’ writing, using the English Exemplars (2003), and to strengthen teacher practice in using evidence to inform teaching
• raise student achievement in writing and reduce reported disparity in writing achievement for Māori and Pasifika students, through strengthening teachers’ understanding and use of assessment data in writing to modify instructional programmes
• enhance teachers’ knowledge about the principles and practices of effective pedagogy for writing, through engaging in robust professional discussion in quality learning circles.
    

Project plan

The project co-ordinator/researchers will:

• submit an ethics proposal to The University of Auckland and act in accordance with its requirements
• maintain strong lines of communication about the project’s progress, plans, and any issues arising
• take responsibility for organising the project’s tasks, reports, and timetabling
• liaise with the TLRI committee as necessary
• ensure that participants are paid according to the project budget
• collect and analyse observation data
• interview project participants throughout the duration of the project
• search and secure necessary resource material and research findings relevant to the project
• report project findings accurately and sensitively, while respecting anonymity and confidentiality
• help disseminate project findings as agreed by the project team
    

Partnerships involved

Participating schools in the Manurewa Enhancement Initiative.
  

Expected outcomes

Expected outcomes of the project are to:

• investigate and strengthen teachers’ understanding of the writing process in schools that have high proportions of Māori and Pasifika students
• enable teachers to use writing achievement data to inform the teaching of writing processes
• investigate the role of professional discussion about students’ writing, to enhance teachers’ knowledge about writing processes and writing pedagogy
• investigate teachers’ perceptions of their own confidence and competence in teaching writing as a result of participation in quality learning circle sessions on writing.
    

Selected Publications

Download the full text of the project report [pdf, 946 KB]

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