EDWR 5561 - Topics in Educational Leadership: Learning to Write, Writing to Learn
Delivery OptionsVarious Media
According to NAEP results, only 27 percent of students perform at or above proficient levels in writing, and anecdotally, many teachers report that their students are weak in writing. This issue will be explore strategies for effective writing instruction, focusing on the connections between writing, reading, and the most effective ways to motivate reluctant writers and support students who struggle with writing, including English Language Learners and students with disabilities? What are the promises and pitfalls of leveraging technology in the writing process? How can writing in different content areas and across genres enhance students' skills and academic growth? We're also seeking new strategies that help teachers asses student writing.
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Susan Kane-Ronning, Ph.D. holds a bachelors degree in special education and has a continuing teaching certificate in education. She has a Ph.D. in Counseling Psychology with a doctoral minor in School Psychology, and is currently a licensed psychologist in private practice. She has diverse teaching experience, having taught students with hearing impairment, learning disabilities, and street kids and drop-outs.
Dr. Kane-Ronning specializes in child behavior and learning disorders and serves as a consultant to schools, agencies, and courts. She is a national trainer for PESI, focusing on oppositional and non-compliant children.
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