{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/28374"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/28374","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Using Writing-To-Learn Strategies: Promoting Peer Collaboration Among High School Science Teachers","abstract":"Writing-to-learn strategies have been well documented in the promotion of student learning (Poirrier, 1997c). Less is known about how teachers come to use these strategies in every day instruction. This study is a description of the experiences of one science teacher at a large suburban high school who shared writing-to-learn strategies with his department to promote the use of these strategies in daily instruction of his colleagues. The strategies involved 1) improving reading comprehension using paraphrasing, 2) activating prior knowledge using generic questions: who, what, where, when, why, & how, and 3) writing before and after other classroom activities to activate prior knowledge and then better integrate new information. The strategies were shared during informal meetings at lunch. Participation was voluntary. Of the eighteen faculty members, four chose to implement the strategies on a longer-term basis. Follow-up analysis in subsequent years, showed that the strategies were still in use and that the colleagues who used the strategies had passed them on to newly inducted members of the department. Results were discussed with regards to how teachers acquire or decline the incorporation of new teaching ideas in the normal course of their work in collegial settings.","abstract_html":"Writing-to-learn strategies have been well documented in the promotion of student learning (Poirrier, 1997c). Less is known about how teachers come to use these strategies in every day instruction. This study is a description of the experiences of one science teacher at a large suburban high school who shared writing-to-learn strategies with his department to promote the use of these strategies in daily instruction of his colleagues. The strategies involved 1) improving reading comprehension using paraphrasing, 2) activating prior knowledge using generic questions: who, what, where, when, why, & how, and 3) writing before and after other classroom activities to activate prior knowledge and then better integrate new information. The strategies were shared during informal meetings at lunch. Participation was voluntary. Of the eighteen faculty members, four chose to implement the strategies on a longer-term basis. Follow-up analysis in subsequent years, showed that the strategies were still in use and that the colleagues who used the strategies had passed them on to newly inducted members of the department. Results were discussed with regards to how teachers acquire or decline the incorporation of new teaching ideas in the normal course of their work in collegial settings.","abstract_has_math":false,"creators":["Lawwill, Kenneth Stuart"],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Curriculum and Instruction","degree_department":"Teaching and Learning","school":null,"contributors":[],"advisors":[],"committee_chairs":["Niles, Jerome A.","Teates, Thomas G."],"committee_members":["Bentley, Michael","Long, Dale","Magliaro, Susan G.","Dodi, Norman R."],"year":1999,"date_issued":"1999-04-01","date_published":"1999-04-01","updated_at":"2026-07-22T22:19:37Z","subjects":["Science Education","Collaboration","Writing-to-learn strategies","Professional Development"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-072399-183948"],"render_values":[{"text":"etd-072399-183948","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/28374","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Niles, Jerome A.","Teates, Thomas G."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Bentley, Michael","Long, Dale","Magliaro, Susan G.","Dodi, Norman R."]},{"key":"dc:contributor.department","label":"Department","values":["Teaching and Learning"]},{"key":"dc:creator","label":"Author","values":["Lawwill, Kenneth Stuart"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T20:14:14Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T20:14:14Z","2000-07-30"]},{"key":"dc:date.issued","label":"Date","values":["1999-04-01"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Science Education","Collaboration","Writing-to-learn strategies","Professional Development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-072399-183948"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/28374"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Writing-to-learn strategies have been well documented in the promotion of student learning (Poirrier, 1997c). Less is known about how teachers come to use these strategies in every day instruction. This study is a description of the experiences of one science teacher at a large suburban high school who shared writing-to-learn strategies with his department to promote the use of these strategies in daily instruction of his colleagues. The strategies involved 1) improving reading comprehension using paraphrasing, 2) activating prior knowledge using generic questions: who, what, where, when, why, & how, and 3) writing before and after other classroom activities to activate prior knowledge and then better integrate new information. The strategies were shared during informal meetings at lunch. Participation was voluntary. Of the eighteen faculty members, four chose to implement the strategies on a longer-term basis. Follow-up analysis in subsequent years, showed that the strategies were still in use and that the colleagues who used the strategies had passed them on to newly inducted members of the department. Results were discussed with regards to how teachers acquire or decline the incorporation of new teaching ideas in the normal course of their work in collegial settings."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ed. D."]},{"key":"dc:title","label":"Title","values":["Using Writing-To-Learn Strategies: Promoting Peer Collaboration Among High School Science Teachers"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Niles, Jerome A.","Teates, Thomas G."],"dc:contributor.committeemember":["Bentley, Michael","Long, Dale","Magliaro, Susan G.","Dodi, Norman R."],"dc:contributor.department":["Teaching and Learning"],"dc:creator":["Lawwill, Kenneth Stuart"],"dc:date.accessioned":["2014-03-14T20:14:14Z"],"dc:date.available":["2014-03-14T20:14:14Z","2000-07-30"],"dc:date.issued":["1999-04-01"],"dc:description.abstract":["Writing-to-learn strategies have been well documented in the promotion of student learning (Poirrier, 1997c). Less is known about how teachers come to use these strategies in every day instruction. This study is a description of the experiences of one science teacher at a large suburban high school who shared writing-to-learn strategies with his department to promote the use of these strategies in daily instruction of his colleagues. The strategies involved 1) improving reading comprehension using paraphrasing, 2) activating prior knowledge using generic questions: who, what, where, when, why, & how, and 3) writing before and after other classroom activities to activate prior knowledge and then better integrate new information. The strategies were shared during informal meetings at lunch. Participation was voluntary. Of the eighteen faculty members, four chose to implement the strategies on a longer-term basis. Follow-up analysis in subsequent years, showed that the strategies were still in use and that the colleagues who used the strategies had passed them on to newly inducted members of the department. Results were discussed with regards to how teachers acquire or decline the incorporation of new teaching ideas in the normal course of their work in collegial settings."],"dc:description.degree":["Ed. D."],"dc:identifier.other":["etd-072399-183948"],"dc:identifier.uri":["http://hdl.handle.net/10919/28374"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Science Education","Collaboration","Writing-to-learn strategies","Professional Development"],"dc:title":["Using Writing-To-Learn Strategies: Promoting Peer Collaboration Among High School Science Teachers"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Education"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:19:37Z"}