1st Edition
International Perspectives on Writing Curricula and Development A Cross-Case Comparison
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 a 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 and curriculum studies. It will also be relevant reading for policymakers and curriculum designers.
Chapters 1, 7, 9, 10, and 11 of this book are freely available as downloadable Open Access PDFs at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
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
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.
