Chapter 11 We are similar, but different in writing curriculum and instruction
Here we present our analyses and inferences arising from the data in the cases, representing countries whose educational systems are diverse: Chile, Denmark, Germany, Hong Kong, New Zealand, Norway, England, the United States and Uzbekistan. The synthesis highlights patterns of similarities and diff...
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| Main Authors: | , |
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| Format: | Online |
| Jezik: | angleščina |
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Taylor & Francis
2021
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| Teme: | |
| Online dostop: | https://library.oapen.org/handle/20.500.12657/49602 |
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Brez oznak, prvi označite!
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| _version_ | 1869524495513944064 |
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| author | Parr, Judy Jeffery, Jill |
| author_browse | Jeffery, Jill Parr, Judy |
| author_facet | Parr, Judy Jeffery, Jill |
| author_sort | Parr, Judy |
| collection | Directory of Open Access Books |
| description | Here we present our analyses and inferences arising from the data in the cases, representing countries whose educational systems are diverse: Chile, Denmark, Germany, Hong Kong, New Zealand, Norway, England, the United States and Uzbekistan. The synthesis highlights patterns of similarities and differences in their curricula and instruction in writing. We identified themes under three broad dimensions: social and contextual factors that shape writing curricula; the discourses of writing reflected in curricula and official documents; and hallmarks of classroom practice, including the relationship with official discourse. Themes included a trajectory towards accountability and outcomes-based educational reform to address perceived under-performance in writing; a range in the extent of flexibility in implementing curricula, linked to notions of teacher professionalism; common curricula discourse of skills, process and genre; limited robust data on writing; narrow constructs of competence in writing in some countries' standards and assessments; non-empirically based development of writing standards; detrimental influence of high-stakes assessments; and evidence of a disjuncture between curriculum statements about writing and assessment, and between curricula and actual implementation. In almost no cases did curricula specify the nature of writing instruction. However, research on writing instruction in classrooms was limited in several countries. |
| format | Online |
| id | doab-20.500.12854ir-70855 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Taylor & Francis |
| publisherStr | Taylor & Francis |
| record_format | ojs |
| spelling | doab-20.500.12854ir-708552025-08-13T14:12:11Z Chapter 11 We are similar, but different in writing curriculum and instruction Parr, Judy Jeffery, Jill writing studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education Here we present our analyses and inferences arising from the data in the cases, representing countries whose educational systems are diverse: Chile, Denmark, Germany, Hong Kong, New Zealand, Norway, England, the United States and Uzbekistan. The synthesis highlights patterns of similarities and differences in their curricula and instruction in writing. We identified themes under three broad dimensions: social and contextual factors that shape writing curricula; the discourses of writing reflected in curricula and official documents; and hallmarks of classroom practice, including the relationship with official discourse. Themes included a trajectory towards accountability and outcomes-based educational reform to address perceived under-performance in writing; a range in the extent of flexibility in implementing curricula, linked to notions of teacher professionalism; common curricula discourse of skills, process and genre; limited robust data on writing; narrow constructs of competence in writing in some countries' standards and assessments; non-empirically based development of writing standards; detrimental influence of high-stakes assessments; and evidence of a disjuncture between curriculum statements about writing and assessment, and between curricula and actual implementation. In almost no cases did curricula specify the nature of writing instruction. However, research on writing instruction in classrooms was limited in several countries. 2021-06-17T08:30:36Z 2021 chapter https://library.oapen.org/handle/20.500.12657/49602 9780367508142 9780367508166 https://directory.doabooks.org/handle/20.500.12854/70855 eng open access image/png image/jpeg image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International https://library.oapen.org/bitstream/20.500.12657/49602/1/9781003051404_oachapter11.pdf https://library.oapen.org/bitstream/20.500.12657/49602/1/9781003051404_oachapter11.pdf https://library.oapen.org/bitstream/20.500.12657/49602/1/9781003051404_oachapter11.pdf Taylor & Francis Routledge fa69b019-f4ee-4979-8d42-c6b6c476b5f0 International Perspectives on Writing Curricula and Development 9780367508142 9780367508166 Routledge 20 open access |
| spellingShingle | writing studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education Parr, Judy Jeffery, Jill Chapter 11 We are similar, but different in writing curriculum and instruction |
| title | Chapter 11 We are similar, but different in writing curriculum and instruction |
| title_full | Chapter 11 We are similar, but different in writing curriculum and instruction |
| title_fullStr | Chapter 11 We are similar, but different in writing curriculum and instruction |
| title_full_unstemmed | Chapter 11 We are similar, but different in writing curriculum and instruction |
| title_short | Chapter 11 We are similar, but different in writing curriculum and instruction |
| title_sort | chapter 11 we are similar but different in writing curriculum and instruction |
| topic | writing studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education |
| topic_facet | writing studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education |
| url | https://library.oapen.org/handle/20.500.12657/49602 |
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