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Improving students’ writing: The impact of teacher knowledge and student-focused practice

Libby Limbrick, Pauline Buchanan, Marineke Goodwin, and Helen Schwarcz

A report on research which found that targeted writing instruction based on evidence from students’ writing brought substantial improvements in student achievement, while teachers deepened their understanding of both the writing process and teaching writing. Teacher confidence was greater where leadership supported professional discussion and peer support.

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