1st Edition

International Perspectives on Writing Curricula and Development
A Cross-Case Comparison




  • Available for pre-order. Item will ship after May 28, 2021
ISBN 9780367508166
May 28, 2021 Forthcoming by Routledge
272 Pages 33 B/W Illustrations

USD $44.95

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Book Description

This book contributes to the innovation of writing education and research globally by providing crucial insights into how the structures and aims of literacy curricula vary internationally. It examines how nine education systems across five continents represent ‘good writing’ in curricula that shape students’ experiences learning to write in school.

The book presents curricular analyses aimed at providing insight into how writing development can be better supported through innovative policy and research. The findings regarding international variation are presented 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. Case study chapters present integrated inductive and deductive document analyses, findings of which are compared in a concluding, cross-case analysis chapter.

Offering detailed comparative analysis of writing research, International Perspectives on Writing Curricula and Development will be of great interest to academics, researchers, and students in the fields of education, literacy, curriculum studies. It will also be relevant reading for policymakers and curriculum designers.

Table of Contents

Chapter 1: A Framework for Comparing Writing Curricula Cross-Nationally

Jill V Jeffery and Judy M Parr

Chapter 2: Writing as Portrayed in New Zealand Curriculum and Assessment Tools

Judy M. Parr

Chapter 3: School Writing in Chile: Standards and Research Evidence

Carmen Sotomayor, Elvira Jéldrez, and Gabriela Osorio

Chapter 4: School Writing in Hong Kong: Current Status and Issues

Barry Bai

Chapter 5: Adolescent Writing Development in the United States Pre and Post the Implementation of the Common Core

Kristen Campbell Wilcox, Laura C. Dacus, and Fang (Lisa) Yu

Chapter 6: Secondary school writing in Uzbekistan

Diana Akhmedjanova and Jill V Jeffery

Chapter 7: Underlying Beliefs About Writing and Teaching Writing in Germany: An Analysis of Policy Documents for German in Year 9 at Secondary School

Nora Müller, Katharina A. Lindefjeld, and Vera Busse

Chapter 8: School Writing in England

Debra Myhill and Rebecca Clarkson

Chapter 9: Between Joyride and High-Stakes Examination: Writing Development in Denmark

Nikolaj Elf and Solveig Troelsen

Chapter 10: School Writing in Norway: Fifteen Years With Writing as Key Competence

Gustaf Bernhard Skar and Arne Johannes Aasen

Chapter 11: We Are Similar, But Different in Writing Curriculum and Instruction

Judy M. Parr and Jill V. Jeffery

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Editor(s)

Biography

Jill V Jeffery is Associate Professor of English at Leiden University’s Centre for Linguistics in the Netherlands. Her research investigates how competent writing is conceptualised in educational policies, large-scale writing exams, teachers’ instructional approaches, and by student-writers.

Judy M. Parr is Professor of Education at the University of Auckland, New Zealand. Her research, much of which has been large-scale, is grounded in improvement science, focusing on enhancing professional practice and student learning in literacy, particularly writing.