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By Kristen PurcellJudy Buchanan and Linda Friedrich A survey of 2, Advanced Placement AP and National Writing Project NWP teachers finds that digital technologies are shaping student writing in myriad ways and have also become helpful tools for teaching writing to middle and high school students.
Reflecting how critical these teachers view these skills: Positive perceptions of the potential for digital tools to aid educators in teaching writing are reflected in practice: Their reasons are varied, but many teachers noted that because students are required to write by hand on standardized tests, it is a critical skill for them to have.
This is particularly true for AP teachers, who must prepare students to take AP exams with pencil and paper. About this Study The basics of the survey These are among the main findings of an online survey of a non-probability sample Writing essays teens 2, middle and high school teachers currently teaching in the U.
Virgin Islands, conducted between March 7 and April 23, Some 1, of the teachers are drawn from a sample of advanced placement AP high school teachers, while the remaining are from a sample of National Writing Project teachers. Survey findings are complemented by insights from a series of online and in-person focus Writing essays teens with middle and high school teachers and students in gradesconducted between November, and February, This particular sample is quite diverse geographically, by subject matter taught, and by school size and community characteristics.
But it skews towards educators who teach some of the most academically successful students in the country. Thus, the findings reported here reflect the realities of their special place in American education, and are not necessarily representative of all teachers in all schools.
In addition to the survey, Pew Internet conducted a series of online and offline focus groups with middle and high school teachers and some of their students and their voices are included in this report.
About the data collection Data collection was conducted in two phases. Two in-person focus groups were also conducted with students in grades from the same College Board school.
Teachers were asked to speak in depth about teaching research and writing to middle and high school students today, the challenges they encounter, and how they incorporate digital technologies into their classrooms and assignments.
Focus group discussions were instrumental in developing a minute online survey, which was administered in phase two of the research to a national sample of middle and high school teachers. The survey results reported here are based on a non-probability sample of 2, middle and high school teachers currently teaching in the U.
Of these 2, teachers, 2, completed the entire survey; all percentages reported are based on those answering each question.
The sample is not a probability sample of all teachers because it was not practical to assemble a sampling frame of this population.
Instead, two large lists of teachers were assembled: A stratified random sample of 16, AP teachers was drawn from the AP teacher list, based on subject taught, state, and grade level, while all members of the NWP list were included in the final sample.
The online survey was conducted from March 7—April 23, More details on how the survey and focus groups were conducted are included in the Methodology section at the end of this report, along with focus group discussion guides and the survey instrument. There are several important ways the teachers who participated in the survey are unique, which should be considered when interpreting the results reported here.
Research has shown significant gains in the writing performance of students who are taught by these teachers. These teachers and their students may have resources and support available to them—particularly in terms of specialized training and access to digital tools—that are not available in all educational settings.
Survey findings represent the attitudes and behaviors of this particular group of teachers only, and are not representative of the entire population of U.
Every effort was made to administer the survey to as broad a group of educators as possible from the sample files being used. As a group, the 2, teachers participating in the survey comprise a wide range of subject areas, experience levels, geographic regions, school type and socioeconomic level, and community type detailed sample characteristics are available in the Methods section of this report.
The sample includes teachers from all 50 states, Puerto Rico, and the U. All teachers who participated in the survey teach in physical schools and classrooms, as opposed to teaching online or virtual courses. There is also a wide distribution in the age and experience levels of participating teachers.
The Project produces reports exploring the impact of the internet on families, communities, work and home, daily life, education, health care, and civic and political life. The Pew Internet Project takes no positions on policy issues related to the internet or other communications technologies.
It does not endorse technologies, industry sectors, companies, nonprofit organizations, or individuals. While we thank our research partners for their helpful guidance, the Pew Internet Project had full control over the design, implementation, analysis and writing of this survey and report.
NWP provides high-quality professional development programs to teachers in a variety of disciplines and at all levels, from early childhood through university. Through its nearly university-based sites serving all 50 states, the District of Columbia, Puerto Rico and the U.
Virgin Islands, NWP develops the leadership, programs and research needed for teachers to help students become successful writers and learners.
For more information, visit www. More specific information on this population of teachers, the training they receive, and the outcomes of their students are available at the National Writing Project website at www.The sample essays that follow were written in response to the prompt that appears initiativeblog.com rater commentary that follows each sample essay explains how the response meets the criteria for that score.
Ten steps for writing an essay. Seek feedback from peers or a teacher before writing the final copy. Write the final copy. Add any footnotes or bibliography if required.
Present a clean, neat copy. Submit on time. VIDEO: Writing essays; Homework and study. Writing Prompts for High School and College Students Looking for interesting writing prompt ideas for your Creative Writing or Language Arts class?
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