This study was aimed at addressing the adolescent learners’ writing needs by assessing teachers’ needs on writing instruction across the disciplines in Grades 9 and 10 in one school in Southwestern Ontario. The research employed a mixed-methods approach using qualitative data from focus group and one-on-one interviews, and quantitative data collected through document analysis. The data revealed that there is a range of beliefs about writing instruction and that participating teachers offer many valuable writing opportunities to their students; however, there is a reluctance to provide more instructional time on writing according to the content area. The findings also pointed to the influence school administrators have in leading the instructional program. These findings concur with existing literature on writing instruction and the role principals play in literacy instruction.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/42636 |
| Date | 20 November 2013 |
| Creators | Moss, Aideen Helena |
| Contributors | Stagg Peterson, Shelley |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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