Middle and High School English Language Arts Teachers' Perceptions of Professional Development Concerning Writing Achievement

• In Event: 25.086 - Sheraton Roundtable Session One - Grand Centre
  In Roundtable Session: 25.086-9 - Research to Improve Practices in Professional Development Schools

Abstract

In this qualitative case study, we used focus group interviews to determine teachers’ perceptions of the effectiveness of professional development (PD) on middle school and high school English Language Arts teachers’ knowledge of writing instruction, resulting in increased achievement in students’ writing. Our findings showed that a cognitive strategies model was beneficial in helping teachers, with little knowledge in writing instruction, teach writing in a step-by-step process. Teachers reported that this process helped students also manage writing in a similar way which led to enhancing students’ writing confidence and achievement. Our results can inform educators in conducting PD opportunities for secondary teachers in low-performing schools.

Authors

• Lien Thi Xuan Nguyen, Texas Tech University

• Narges Hadi

• Lu Guo, Sam Houston State University

• Julie Smit, Texas Tech University