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Teaching writing during the COVID-19 pandemic in the 2021–2022 school year
Ist Teil von
Reading & writing, 2023-06
Erscheinungsjahr
2023
Link zum Volltext
Quelle
Alma/SFX Local Collection
Beschreibungen/Notizen
This study examined if in-class, online, and hybrid (in-class and on-line) instruction
provided to middle and high school students in the U.S. differed during the third
school year of the COVID-19 pandemic. It also provided a description of how
writing was taught to secondary students. Thirty-eight middle and high school
teachers (32 female, 6 male), who mostly taught languages arts (84%), were asked to
complete a survey each day during the 2020/2021 school year for a single class that
best represented how they taught writing. The survey included questions about mode
of instruction (in-class at school, online, and hybrid), whether writing or writing
instruction was provided that day, and if so, whether 11 specific writing activities
occurred. Teachers completed 2676 surveys, and their responses indicated there
was only one statistically detectable difference between in-class, online, and hybrid
lessons in terms of the proportion of lessons that included each of the targeted
writing activities or the time devoted to them. The only difference involved creating
digital written products, which occurred more often in hybrid lessons than at school
in-class lessons, but not more often in online lessons One significant finding across
all reported lessons was that teachers devoted little time to teaching writing. Writing
and writing instruction did not occur in close to one-third of all lessons; teachers
typically included only one writing activity in a lesson; and an average of just
19 min a lesson was devoted to the targeted writing activities.