Using Activity Theory to Understand Effective Writing Instruction With High-Poverty Middle School Students

• In Event: Middle-Level Teacher Knowledge

Abstract

This mixed methods study was designed to explore patterns of proficiency in middle school writing as demonstrated by scores on the Smarter Balanced Assessment Consortium (SBAC) English Language standardized test, as well as facets of instruction that support writing proficiency for high needs students. Analyses from the 2015-2016 school year found that Montana’s middle school writing performance was aligned with national patterns of writing and SES. However, a few low SES schools outperformed schools with similar demographics. Interviews were conducted with teachers to examine their approach to writing instruction. Analyses revealed co-teaching, standards, community, and tools were key facets that supported writing proficiency for high needs students. Findings illuminate the influence of the teacher in navigating a dynamic learning system.

Authors

• Heather Fisher, Bozeman Public Schools

• Jayne A. Downey, Montana State University