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The use of evidence-based or research-supported assignments, instructionalstrategies, and adaptations (AIA) by core content-area (English Language Arts [ELA],math, science, and social studies) secondary teachers in one public school district(District X) in Kansas was the focus of this study. Seven research questions guided theinvestigation concerning the frequency (percent) of responses, equity of distribution, andrank order for AIA in writing and perceptions about preparedness to teach writing for allhigh school teachers and broken down by core content area. The study of Kiuhara,Graham, and Hawken (2009) was replicated using a modified version of their HighSchool Writing Practice Survey. After two requests, 105 of 237 teachers (44%)completed the survey. The results of chi-square testing revealed significant differences inthe frequency and rank order of AIA between and among the core content areas. AIA inwriting were evident but used inconsistently across content areas. Writing instructionwas most prevalent in ELA and least evident in math. Results indicated few extendedwriting opportunities for students. Data also provided evidence of teachers’ perceivedlack of preparedness to teach writing in their core content areas. The study providesimplications for the development of content-specific writing curricula as well as targetedprofessional development for content-area teachers. |
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