Teachers Implementing Writing-to-Learn Strategies in Junior Secondary Science: A Case Study.

Reports on a 4-year study examining teachers' concerns in implementing writing-to-learn strategies within science classrooms based on using a model of writing-to-learn. Describes in detail two teachers' participation in an ongoing in-service program to develop pedagogical practices to support writing-to-learn strategies. Central issues for the two teachers included assessment, planning and setup, and their changing roles as classroom teachers. (Author/MM)