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Leading Middle-Grade Students from Reading to Writing: Conceptual and Practical Aspects


by Robert C. Calfee 1998

The teacher's role is to provide further information and analysis, typically through lectures, and to promulgate assignments. Students are expected to work independently on complex tasks. What happens in the middle? I address this question in this chapter, not because an enormous amount of research is available (it is not), but because the question is important for theory and practice, and because tools developed for other purposes bear on the issues.


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This article originally appeared as NSSE Yearbook Vol 97, No. 2.


Cite This Article as: Teachers College Record Volume 99 Number 6, 1998, p. 203-228
http://www.tcrecord.org ID Number: 18740, Date Accessed: 12/10/2017 9:04:05 PM

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About the Author
  • Robert Calfee
    Stanford University
    ROBERT CALFEE is a cognitive psychologist with research interests in the effect of schooling on the intellectual potential of individuals and groups. His interests focus on assessment of beginning literacy skills and the broader reach of the school as a literate environment. He is presently Professor Emeritus from Stanford University and the University of California, Riverside. Calfee, R. C. (2013). Knowledge, evidence, and faith. In K. Goodman, R. C. Calfee, & Y. Goodman (Eds.), Whose knowledge counts in national literacy policies. New York: Routledge. Calfee, R. C., & Miller, R. G. (2013). Best practices in writing assessment. In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction, 2nd ed. New York: Guilford Press.
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