This project is a meta-analysis in the area of secondary (grades 6-12) math and science (M/S) writing instruction. Exploring research from 25 years, this three-year project will: a) determine the overall mean effect of M/S writing instruction on students? M/S achievement, M/S-specific composition, and general composition; b) identify moderators of M/S writing instruction effects; and c) evaluate the reporting quality and risk of bias for included studies. This synthesis will include studies that employed experimental or quasi-experimental group design and investigated the effectiveness of writing instruction that had the purpose of improving students? math/science content knowledge, writing skill (M/S-specific writing or general writing), or both. Using random-effects multilevel multivariate meta-regression with robust variance estimation, this meta-analysis addresses limitations of previous reviews by focusing on secondary students in M/S learning contexts, including instruction for all writing types and purposes (e.g., not limiting included studies to only writing to learn activities), and attending to methodological limitations of previous reviews. Given the recent focus on discipline-specific writing, and the role that M/S learning plays in school-based achievement and adult outcomes, now is a crucial time to conduct this meta-analysis. Findings from this meta-analysis will provide directions for the next steps in research on teaching and learning in math and science. The findings will also provide practical implications, such as effective methods for designing writing instruction and training for pre- and in-service teachers, which can ultimately help improve student learning."
