Document Type
Graduate Project
Date of Degree Completion
Summer 2006
Degree Name
Master of Education (MEd)
Department
Education
Committee Chair
Don B. Woodcock
Second Committee Member
C. Weiner
Third Committee Member
Bobby Jean Cummings
Abstract
Secondary teachers are concerned that their students are having difficulties learning and retaining difficult concepts present in secondary curricula. Additionally, students may not be learning the content at a deep enough knowledge level to pass stringent high-stakes standardized tests required for graduation in the state of Washington. For students to succeed in the competitive global economy they must become self-monitoring critical thinkers. Research supports the use of writing-to-learn and content area writing strategies to facilitate metacognition and boost student learning. This project reviews the research in writing and metacognition, synthesizes the findings, and applies the results in a series of professional development sessions geared toward guiding secondary teachers in implementing writing in their classrooms to improve student learning.
Recommended Citation
Thompson, Cathy S., "Instructional Writing Strategies for the Secondary Teacher: A Handbook to Guide Content Area Teachers Implementing Writing into Curriculum" (2006). All Graduate Projects. 906.
https://digitalcommons.cwu.edu/graduate_projects/906
Included in
Curriculum and Instruction Commons, Language and Literacy Education Commons, Secondary Education Commons