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    Chapter 11 We are similar, but different in writing curriculum and instruction

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    Author(s)
    Parr, Judy
    Jeffery, Jill
    Language
    English
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    Abstract
    Here we present our analyses and inferences arising from the data in the cases, representing countries whose educational systems are diverse: Chile, Denmark, Germany, Hong Kong, New Zealand, Norway, England, the United States and Uzbekistan. The synthesis highlights patterns of similarities and differences in their curricula and instruction in writing. We identified themes 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. Themes included a trajectory towards accountability and outcomes-based educational reform to address perceived under-performance in writing; a range in the extent of flexibility in implementing curricula, linked to notions of teacher professionalism; common curricula discourse of skills, process and genre; limited robust data on writing; narrow constructs of competence in writing in some countries' standards and assessments; non-empirically based development of writing standards; detrimental influence of high-stakes assessments; and evidence of a disjuncture between curriculum statements about writing and assessment, and between curricula and actual implementation. In almost no cases did curricula specify the nature of writing instruction. However, research on writing instruction in classrooms was limited in several countries.
    Book
    International Perspectives on Writing Curricula and Development
    URI
    https://library.oapen.org/handle/20.500.12657/49602
    Keywords
    writing studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education
    ISBN
    9780367508142, 9780367508166, 9781003051404
    Publisher
    Taylor & Francis
    Publisher website
    https://taylorandfrancis.com/
    Publication date and place
    2021
    Imprint
    Routledge
    Classification
    Education
    Pages
    20
    Rights
    https://creativecommons.org/licenses/by-nc-nd/4.0/
    • Imported or submitted locally

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    License

    • If not noted otherwise all contents are available under Attribution 4.0 International (CC BY 4.0)

    Credits

    • logo EU
    • This project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 683680, 810640, 871069 and 964352.

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