What does an effective teacher of writing do that makes a difference to student achievement?

Abstract

MUR R AY G A DD K E Y P OINT S • To generate greater than expected learner gains in writing, it is necessary to effectively implement teacher actions related to all dimensions of effective practice (expectations; learning goals; learning tasks; direct instruction; responding to students; motivation and challenge; organisation and management; self-regulation). • Effective implementation of teacher actions related to three dimensions (learning tasks, direct instruction, and self-regulation) is probably most critical if greater than expected learner gains in writing are to be made. • Teachers' instructional actions are most likely to be effective if they:-are regarded as purposeful by students-include meaningful opportunities for student involvement-are explicit and direct-are differentiated in terms of student needs-lead to opportunities for independence and self-regulation by students.