Writing across the curriculum : a call for pedagogical change in the secondary school

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Helen Lawson Fowler (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Elisabeth A. Bowles

Abstract: The purpose of this investigation was to assess the effectiveness of staff development in the form of workshops, which presented writing across the curriculum theory and practice, upon the writing apprehension level and attitudes toward writing of secondary school teachers. A quasi-experimental pretest-posttest, non-equivalent control group design was the procedure utilized in this study. The Daly-Miller Writing Apprehension Test and the National Council of English Opinionnaire were administered as a pretest to two groups of 15 teachers at a rural high school in North Carolina in order to test two null hypotheses dealing with teacher writing apprehension and attitudes toward writing. After one group was exposed to writing across the curriculum theory and practice through a series of 10 workshops, both groups were again administered the Daly-Miller Writing Apprehension Test and the NCTE Opinionnaire. An analysis of covariance was used to analyze the pretest and posttest scores, using the pretest as a covariate.

Additional Information

Language: English
Date: 1989
Written communication $x Study and teaching (Continuing education)
High school teachers $x In-service training
High school teachers $x Attitudes

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