Research Measures
Scoop
Based on Borko, Stecher, & Kuffner (2007), we asked teachers to provide us with a “scoop” of information about the writing done in their history classes. We used these artifacts to inform the professional development and strategies.
Survey
The goals for our survey were:
1. Help the research team understand the current writing environment and practices in secondary history classes.
2. Communicate an understanding, and respect for, the multifaceted demands on teachers.
3. Align the instrument, where possible, with normed, validated measures.
4. Limit the questionnaire length to approximately 15-20 minutes.
5. Create an instrument that could be piloted and used for multiple purposes, including as an instrument to explore changes in instructional practice.
Our initial draft of the survey drew from the following sources: Framework for Disciplinary Writing in History Grades 6-12: A National Survey, Drew et al. (2017); High School Writing Practices Survey, Kiuhara, Graham, & Hawken (2009); Teaching Writing to Middle School Students: A National Survey, Graham, Capizzi, Harris, Hebert, & Morphy (2014); Graham, Harris, Fink, & MacArthur (2002); Gilbert & Graham (2010); and the 2017 & 2018 NAEP Reading, Writing, and Social Studies Surveys for Schools, Teachers, & Students. We also added a number of questions based on readings in historical inquiry and writing. We then circulated the draft survey to our team (including researchers and teachers) for suggestions on items that should be added, deleted, or revised. After several rounds of refinement, the survey was given to teachers.
Based on Borko, Stecher, & Kuffner (2007), we asked teachers to provide us with a “scoop” of information about the writing done in their history classes. We used these artifacts to inform the professional development and strategies.
Survey
The goals for our survey were:
1. Help the research team understand the current writing environment and practices in secondary history classes.
2. Communicate an understanding, and respect for, the multifaceted demands on teachers.
3. Align the instrument, where possible, with normed, validated measures.
4. Limit the questionnaire length to approximately 15-20 minutes.
5. Create an instrument that could be piloted and used for multiple purposes, including as an instrument to explore changes in instructional practice.
Our initial draft of the survey drew from the following sources: Framework for Disciplinary Writing in History Grades 6-12: A National Survey, Drew et al. (2017); High School Writing Practices Survey, Kiuhara, Graham, & Hawken (2009); Teaching Writing to Middle School Students: A National Survey, Graham, Capizzi, Harris, Hebert, & Morphy (2014); Graham, Harris, Fink, & MacArthur (2002); Gilbert & Graham (2010); and the 2017 & 2018 NAEP Reading, Writing, and Social Studies Surveys for Schools, Teachers, & Students. We also added a number of questions based on readings in historical inquiry and writing. We then circulated the draft survey to our team (including researchers and teachers) for suggestions on items that should be added, deleted, or revised. After several rounds of refinement, the survey was given to teachers.
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