Title
Co-planning and Co-teaching in a Summer Writing Institute: A Formative Experiment
Document Type
Article
Publication Date
2014
Abstract
This paper reports findings from a two-year formative experiment (Reinking & Bradley, 2008) investigating a summer writing institute for students entering ninth grade at an urban high school. The three-week program was staffed by both university researchers and teachers. In contrast to traditional summer school, it was intended as enrichment, not remediation, for a heterogeneous group of students, and a learning experience, not just a teaching opportunity, for practitioners. The pedagogical goals of the intervention were two-fold: 1) increase students’ writing engagement and skill, and 2) improve teachers’ capacity to teach writing to diverse student populations. Findings focused on co-teaching and co-planning as supporting teacher learning, particularly in combination with each other.
Publication Title
Teaching/Writing: The Journal of Writing Teacher Education
Repository Citation
Chandler-Olcott, Kelly; Nieroda, Janine; and Crandall, Bryan R., "Co-planning and Co-teaching in a Summer Writing Institute: A Formative Experiment" (2014). School of Education and Human Development Faculty Publications. 168.
https://digitalcommons.fairfield.edu/education-facultypubs/168
Published Citation
Chandler-Olcott, Kelly; Nieroda, Janine; and Crandall, Bryan Ripley (2014) "Co-planning and Co-teaching in a Summer Writing Institute: A Formative Experiment," Teaching/Writing: The Journal of Writing Teacher Education: Vol. 3 : Iss. 2 , Article 3. Available at: https://scholarworks.wmich.edu/wte/vol3/iss2/3
Peer Reviewed
Comments
Copyright 2014 Western Michigan University
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