Abstract
The purpose of the study was to (a) design and examine the effects of a yearlong professional development model on the writing quality of 3rd to 5th graders across genres and on their teachers’ confidence, and (b) to make revisions based on results and teacher’s feedback. Participants were 11 teachers, 273 students, and a principal. The study had a one-year duration, and instruction was based on genre-based strategy instruction for the genres of opinion, story, and compare-contrast. Data were collected across the academic year, and results showed that students’ writing quality improved across genres taught during the academic year while there were no gender differences on performance. Teachers expressed challenges regarding time to teach writing and meet with peer. Further they shared the need to be provided with quality resources and continuous PD. Revisions for Cycle 2 are included and implications for research and practice are further discussed.
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