Overview

Writing is a critical skill for academic and professional success, yet it is often neglected in schools. This problem is compounded by the fact that access to opportunities is limited without the ability to write well. According to achievement data, only a quarter of students in the United States are proficient writers, indicating a significant need for improvement in writing instruction. One contributing factor to this problem is the lack of school and district leadership in writing instruction. School improvement efforts are often concentrated on reading and math, leaving writing instruction overlooked. Additionally, issues related to writer identities, self-efficacy in writing, and educator training can also impact the effectiveness of instructional leadership in this critical subject. Instructional Leadership Efforts and Evidence-Based Practices to Improve Writing Instruction , edited by Jennifer VanSlander of Columbus State University, provides within this peer-reviewed research book an exploration of evidence-based practices aimed at developing instructional leaders and enhancing student achievement in writing. It covers a broad range of topics related to writing instruction, including learning theories, conceptual models, and the latest empirical research associated with the supervision, organization, implementation, and monitoring of writing programs and instructional approaches. With its emphasis on writer identities, self-efficacy, equitable and inclusive practices, curriculum planning and implementation, assessment, instructional frameworks, and managing instructional change, this book provides educators with a comprehensive guide to improving writing instruction. It is an essential resource for educators who seek to increase the effectiveness of instructional leadership and writing instruction at the classroom, school, or district level.

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9781668486658

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Author Information

Jennifer L. VanSlander is an Assistant Professor of Educational Leadership at Columbus State University, previously Assistant Professor of Literacy. She has over 20 years of experience in public elementary schools as a teacher, instructional coach, and school administrator. VanSlander has a long history of working in linguistically and culturally diverse settings, and holds additional certifications in Reading and ESOL instruction. Her research interests include writing instruction, writer identities, professional development, and self-efficacy.

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