This paper reports findings from a two-year formative experiment (Reinking & Bradley, 2008) investigating a summer writing institute for students entering ninth grade at an urban high school. The three-week program was staffed by both university researchers and teachers. In contrast to traditional summer school, it was intended as enrichment, not remediation, for a heterogeneous group of students, and a learning experience, not just a teaching opportunity, for practitioners. The pedagogical goals of the intervention were two-fold: 1) increase students’ writing engagement and skill, and 2) improve teachers’ capacity to teach writing to diverse student populations. Findings focused on co-teaching and co-planning as supporting teacher learning, particularly in combination with each other.
Chandler-Olcott, Kelly; Nieroda, Janine; and Crandall, Bryan Ripley
"Co-planning and Co-teaching in a Summer Writing Institute: A Formative Experiment,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 3:
2, Article 3.
Available at: https://scholarworks.wmich.edu/wte/vol3/iss2/3