Evidence based best practices in the teaching of written expression: Implications for the atlantic provinces educational outcomes
Loading...
Date
2013
Authors
Roberts, Crystal
Journal Title
Journal ISSN
Volume Title
Publisher
Mount Saint Vincent University
Abstract
This thesis examined evidence-based best practices in the teaching of written expression
in two phases. The first phase, linked evidence-based research on writing instruction directly to
Atlantic Canada Curriculum outcomes (Grades 4-6) in writing. In the second phase, the Teaching
in Action document (Nova Scotia Department of Education, 2007) was analyzed to determine the
nature of evidence for the components of effective instruction as explained by the Learning
Oriented Teaching (LOT) model (Cate, Snell, Mann, & Vermunt, 2004). Effective components
in instruction include the development of basic writing skills, metacognitive skills, motivation
and the gradual release of responsibility from teacher to student. This thesis can benefit Nova
Scotia teachers as it can serve as a clear and simple reference that links empirically supported
teaching practices to curriculum outcomes. It also provides recommendations to enrich outcomes
within the English language arts curriculum.
Description
Keywords
Language arts curriculum , Primary education - writing