Doing Things Differently - The Outcomes of Teachers Researching Their Own Practice in Teaching Writing

Oct 15, 2026

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Investigates whether teacher knowledge of writing increases when teachers adopt a research lens and refine practice through inquiry aimed at student writing achievement. The two-year Auckland study involved 20+ teachers from six low socio-economic urban primary schools, supported by literacy leaders and university researchers. Evidence from teacher records, field notes, and teacher and literacy leader focus-group transcripts indicates enhanced pedagogical and content knowledge, alongside substantial student gains on a standardized writing assessment, supporting inquiry-based reflective practice.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages28

Reading Time1 h 11 min

AccessFree to download

Conceptual Framework

Teacher inquiry as part of teacher knowledge

Writing as a socio-cultural communicative process

Doing Things Differently: The Outcomes of Teachers Researching Their Own Practice in Teaching Writing Libby Limbrick, Pauline Buchanan, Marineke Goodwin, & Helen Schwarcz The University of Auckland In this study we investigated whether teachers’ pedagogical and content knowledge of writing would increase as an outcome of teachers taking a research lens to their practice to raise students’ writing achievement. Using student achievement data as a baseline, teachers examined and refined their practice using an inquiry process. The study took place over a two‐year period and involved over 20 teachers from six low socio‐economic urban primary schools in Auckland, New Zealand. Literacy leaders in the schools and four university researchers also took part in the inquiry project. Data collected from teachers’ records, researchers’ field notes, and transcripts from focus groups of teachers and literacy leaders indicated enhanced pedagogical and content knowledge of writing, as well as marked gains for students on a standardized test of writing. This study contributes to research demonstrating that, through re‐ searching their own practice and teaching targeted to students’ strengths and needs, achievement in writing can be raised. Key words: writing, teacher research, teacher inquiry CANADIAN JOURNAL OF EDUCATION 33, 4 (2010): 897‐924 ©2010 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation Cette étude visait à répondre à la question suivante : lorsque des enseignants perfec‐ tionnent leur connaissance du sujet ainsi que de sa pédagogie et à travers la pratiqueréflexive, les compétences en rédaction des élèves s’en trouvent‐elles améliorées? Les chercheurs ont choisi des enseignants qui, provenant d’un ensemble de six écoles primaires et intermédiaires urbaines de quartiers défavorisés de la Nouvelle‐Zélande, avaient eu recours à la pratique réflexive sur une période de deux ans. Les données colligées à partir des dossiers des enseignants, de groupes de discussion, de notes de travail sur le terrain et de modèles de registre d’objectifs indiquent qu’ils avaient amé‐ lioré leur confiance en eux et leurs connaissances au sujet de l’enseignement del’écriture, surtout en ce qui a trait à l’utilisation de l’évaluation formative et del’acquisition d’un métalangage au sujet de l’écriture. À deux exceptions près, leurs élèves ont obtenu des résultats nettement meilleurs à un examen standardisé national d’écriture, ce qui semble militer en faveur de la pratique réflexive chez les ensei‐ gnants. Cette étude va dans le sens des recherches qui démontrent qu’en réfléchissant à leur pratique et en alignant leur enseignement sur les points forts et les besoins des élèves, les enseignants peuvent améliorer le rendement de leurs élèves en écriture. Mots clés : enseignement de l’écriture, recherche pédagogique, pratique réflexive chez les enseignants Student achievement levels in writing have been a concern in New Zea‐ land for some time, especially for schools in low socio‐economic, urban areas. The present study is based on data from a two‐year project in Auckland to raise student achievement in writing in a cluster of urban schools. A previous study in this cluster had reported not only low stu‐ dent achievement but a paucity of teachers’ pedagogical content know‐ ledge about writing and their low levels of confidence in the teaching of writing (Limbrick, Buchanan, Goodwin, & Schwarcz, 2005) . In this article we report on the achievement of an inquiry model that focused on in‐ creasing teachers’ pedagogical practice through enhancing their knowl‐ edge about writing. It also considered student writing achievement on a standardized test used in New Zealand. CONCEPTUAL FRAMEWORK This study is bounded by two theoretical frameworks. The first, building on a substantive body of research, posits teacher inquiry as integral to teacher knowledge about teaching (Cochran‐Smith & Lytle, 1993) . In such

FAQs

What was the main purpose of the study?

To determine whether taking a research lens to teaching practice increases teachers’ pedagogical and content knowledge of writing and improves students’ writing achievement.

How was the study conducted?

The research ran over two years in Auckland and involved 20+ teachers from six low socio-economic urban primary schools, with support from literacy leaders and university researchers.

What evidence supported the study’s conclusions?

Data from teachers’ records, researchers’ field notes, and transcripts from focus groups showed improved teacher knowledge and marked student gains on a standardized writing test.

Oct 15, 2026

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