Document Type

Book Chapter

Publisher

Routledge

Faculty

Education and Arts

School

Education, Fogarty Learning Centre

RAS ID

10068

Comments

This chapter was originally published as: Faulkner, V. G., Rivalland, J. A., & Hunter, J. (2010). Caught in the middle: Improving writing in the middle and upper primary years. In Charles Bazerman, Robert Krut, Karen Lunsford, Susan McLeod, Suzie Null, Paul Rogers, Amanda Stansell (Eds.). Traditions of writing research (pp. 198-211). London: Routledge. Book available here.

Abstract

This chapter reports on a project that aims to build teacher capacity in assessing and teaching the linguistic, textual, and contextual levels of writing to students in Years 3-8, who are not meeting the benchmark standard. It has built on a pilot study funded by the Fogarty Learning Centre at Edith Cowan University. An extension of the pilot study throughout 2007 resulted in a collaborative arrangement between theFogarty Learning Centre and the Association of Independent Schools of Western Australia (AISWA). This collaboration illustrates the power of productive partnerships in research with the education sectors and professional associations of Western Australia. We used a Formative Experimental Methodology (Jacob, 1992; Reinking & Bradley, 2004; Ivey & Broaddus, 2007), with the teachers as co-researchers, to develop a model of writing that provided teachers essential knowledge about what to assess in writing in order to support the further development of underperforming writers.

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