Better-paying Jobs with Higher literacy Demands in theWorkforce
Grant Wiggins is the President of Authentic Education in Hopewell, New Jersey. He earned his EdD from Harvard University and his BA from St. John’s College in Annapolis. Wiggins consults with schools, districts, and state education departments on a variety of reform matters; organizes conferences and workshops; and develops print materials and Web resources on curricular change. Cartier Santos Replica He is perhaps best known for being the co-author, with Jay McTighe, of Understanding by Design and The Understanding by Design Handbook, the award-winning and highly successful materials on curriculum published by ASCD. His work has been supported by the Pew Charitable Trusts, the Geraldine R. Dodge Foundation, and the National Science Foundation. Over the past 20 years, Grant has worked on some of the most influential reform initiatives in the country, including Vermont’s portfolio system and Ted Sizer’s Coalition of Essential Schools. He has established statewide Consortia devoted to assessment reform for the states of North Carolina and New Jersey. His work is grounded in 14 years of secondary school teaching and coaching. He is also the author of Educative Assessment and Assessing Student Performance, both published by Jossey-Bass. His many articles have appeared in such journals as Educational Leadership and Phi Delta Kappan.
These results suggest that at least through the 1990s, English teachers were gradually increasing the amount of writing that they were asking students to do. The results also suggest that both expository and imaginative writing benefited to some degree from this increase in emphasis, though by the end of high school, instruction was focused much more narrowly on essay writing.
During this period, teachers also seemed to be raising the stakes a bit on the writing that students were asked to do. Between 1988 and 1998, both teachers and students reported an increase in requirements for longer writing—papers of one or two pages and papers of three pages or more—particularly at Grade 12. This increase seems to have occurred by 1992 and leveled off after that. Even in 1998, how-ever, some 40% of twelfth-grade students reported never or hardly ever writing papers of three pages or more for their English language arts classes, and 14% were not writing papers of even one or two pages.
Thus, although over the longer term there has been some increase in the writing students are doing, many students seem not to Tag Heuer Replica Watches be given assignments requiring writing of any significant length or complexity. This is of particular concern for the college-bound students who will be expected to write even longer papers when they begin their college coursework, as well as for those entering better-paying jobs with higher literacy demands in the workforce (American Diploma Project).
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