Understanding Current Practice and Research Priorities in Teaching Writing. Practice Review
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| Title: | Understanding Current Practice and Research Priorities in Teaching Writing. Practice Review |
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| Language: | English |
| Authors: | Grace Grima, Alistair Hooper, Lisa Mullins, Ben Redmond, Penny Sharott, Blake Ashworth, Education Endowment Foundation (EEF) (United Kingdom), Pearson |
| Source: | Education Endowment Foundation. 2024. |
| Availability: | Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/ |
| Peer Reviewed: | Y |
| Page Count: | 50 |
| Publication Date: | 2024 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Secondary Education Elementary Education Secondary Education |
| Descriptors: | Writing Instruction, Elementary Secondary Education, Foreign Countries, Teaching Methods, Evidence Based Practice, Faculty Development, Progress Monitoring, Instructional Effectiveness, Student Motivation, Intervention, Writing Difficulties, Elementary School Teachers, Secondary School Teachers |
| Geographic Terms: | United Kingdom (England) |
| Abstract: | A current priority for the Education Endowment Foundation (EEF) is to further the understanding of current practice and research priorities in teaching Writing. Pearson were commissioned in October 2023 to conduct a study of current practice in the teaching of Writing in Primary and Secondary State schools in England, to inform priorities for future research and commissioning. This review presents the findings from that research. In order to investigate 12 different research questions, Pearson adopted a mixed methods approach to the practice review, collecting data via a survey of 743 practising teachers from Primary (n=391) and Secondary State schools (n=352). A total of 57 semi-structured interviews were carried out with survey respondents who expressed interest in being interviewed--30 with Primary schoolteachers and 27 with Secondary schoolteachers. This research points to three areas in which teachers saw the importance for Writing outcomes: (1) pupil motivation; (2) confidence in spelling, punctuation, and grammar; and (3) quality of language skills and/or vocabulary. Generating evidence on how to address these barriers would be beneficial for understanding the potential to increase attainment in Writing. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED677268 |
| Database: | ERIC |
| Abstract: | A current priority for the Education Endowment Foundation (EEF) is to further the understanding of current practice and research priorities in teaching Writing. Pearson were commissioned in October 2023 to conduct a study of current practice in the teaching of Writing in Primary and Secondary State schools in England, to inform priorities for future research and commissioning. This review presents the findings from that research. In order to investigate 12 different research questions, Pearson adopted a mixed methods approach to the practice review, collecting data via a survey of 743 practising teachers from Primary (n=391) and Secondary State schools (n=352). A total of 57 semi-structured interviews were carried out with survey respondents who expressed interest in being interviewed--30 with Primary schoolteachers and 27 with Secondary schoolteachers. This research points to three areas in which teachers saw the importance for Writing outcomes: (1) pupil motivation; (2) confidence in spelling, punctuation, and grammar; and (3) quality of language skills and/or vocabulary. Generating evidence on how to address these barriers would be beneficial for understanding the potential to increase attainment in Writing. |
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