School Psychologists Call For Evidence-Based Practices, Especially for Students Who Struggle With Writing
[Source: Medical News Today]
Writing instruction in U.S. classrooms is “abysmal” and the Common Core State Standards don’t go far enough to address glaring gaps for students and teachers, a Michigan State University education scholar argues.
In a new study, Gary Troia calls for a fresh approach to professional development for teachers who must help students meet the new writing standards. His research, funded by the U.S. Department of Education’s Institute of Education Sciences, appears in the journal School Psychology Review.
“We need to re-orient the way we think about teacher professional development,” said Troia, associate professor in MSU’s College of Education. “We need to be smarter about professional development and make sure it’s comprehensive, sustained and focused on the needs in the classroom.”
The Common Core standards aim to improve U.S. student performance in mathematics and English language arts, which include writing. The standards have been adopted by 45 states and are in various phases of being rolled out for implementation.
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