Developing students’ writing in History: Effects of a teacher-designed domain-specific writing instruction

Writing in history places high demands on students and is a skill that requires explicit instruction. Therefore, teachers need to be able teach this an effective way. In study, the writing-instruction was designed by teacher, instead of researchers, as part professional development program Netherlands. The lessons combined writing historical reasoning instruction, based principles including strategy-instruction, modeling, prewriting, peer-interaction. effects these were investigated small-scale pilot which consisted pre-test post-test quasi-experimental design, eighty-nine 11th grade participated (39 treatment condition 50 comparison condition). Dependent measures included text quality, process measures, students' knowledge their self-efficacy. Students wrote longer higher quality texts, spent more time writing, paused while at than for condition. No found Furthermore, significant correlations between but not Overall, effectiveness teacher-designed intervention seemed satisfactory, it resulted greater better-quality his classes.