Del i serien Routledge Research in Literacy Education

International Perspectives on Writing Curricula and Development

A Cross-Case Comparison

Inbunden, Engelska, 2021

2 639 kr

Beställningsvara. Skickas inom 10-15 vardagar. Fri frakt för medlemmar vid köp för minst 249 kr.

This book contributes to the innovation of writing education and research globally by providing crucial insights into how the structures and aims of literacy curricula vary internationally. It examines how nine education systems across five continents represent ‘good writing’ in curricula that shape students’ experiences learning to write in school.The book presents curricular analyses aimed at providing insight into how writing development can be better supported through innovative policy and research. The findings regarding international variation are presented under three broad dimensions: social and contextual factors that shape writing curricula; the discourses of writing reflected in curricula and official documents; and hallmarks of classroom practice, including the relationship with official discourse. Case study chapters present integrated inductive and deductive document analyses, findings of which are compared in a concluding, cross-case analysis chapter.Offering a detailed comparative analysis of writing research, International Perspectives on Writing Curricula and Development will be of great interest to academics, researchers and students in the fields of education, literacy and curriculum studies. It will also be relevant reading for policymakers and curriculum designers.Chapters 1, 7, 9, 10, and 11 of this book are freely available as downloadable Open Access PDFs at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Produktinformation

Utgivningsdatum2021-05-28
Mått156 x 234 x 19 mm
Vikt453 g
FormatInbunden
SpråkEngelska
SerieRoutledge Research in Literacy Education
Antal sidor244
FörlagTaylor & Francis Ltd
ISBN9780367508142

Tillhör följande kategorier

Jill V. Jeffery is Associate Professor of English at Leiden University’s Centre for Linguistics in the Netherlands. Her research investigates how competent writing is conceptualised in educational policies, large-scale writing exams, teachers’ instructional approaches and by student-writers.Judy M. Parr is Professor of Education at the University of Auckland, New Zealand. Her research, much of which has been large-scale, is grounded in improvement science, focusing on enhancing professional practice and student learning in literacy, particularly writing.

Chapter 1: A Framework for Comparing Writing Curricula Cross-NationallyJill V Jeffery and Judy M ParrChapter 2: Writing as Portrayed in New Zealand Curriculum and Assessment ToolsJudy M. ParrChapter 3: School Writing in Chile: Standards and Research EvidenceCarmen Sotomayor, Elvira Jéldrez, and Gabriela OsorioChapter 4: School Writing in Hong Kong: Current Status and IssuesBarry BaiChapter 5: Adolescent Writing Development in the United States Pre and Post the Implementation of the Common CoreKristen Campbell Wilcox, Laura C. Dacus, and Fang (Lisa) YuChapter 6: Secondary school writing in UzbekistanDiana Akhmedjanova and Jill V Jeffery Chapter 7: Underlying Beliefs About Writing and Teaching Writing in Germany: An Analysis of Policy Documents for German in Year 9 at Secondary SchoolNora Müller, Katharina A. Lindefjeld, and Vera BusseChapter 8: School Writing in EnglandDebra Myhill and Rebecca ClarksonChapter 9: Between Joyride and High-Stakes Examination: Writing Development in DenmarkNikolaj Elf and Solveig TroelsenChapter 10: School Writing in Norway: Fifteen Years With Writing as Key Competence Gustaf Bernhard Skar and Arne Johannes AasenChapter 11: We Are Similar, But Different in Writing Curriculum and InstructionJudy M. Parr and Jill V. Jeffery