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In this randomized controlled study, we investigated implementation of Self-Regulated Strategy Development (SRSD) in story writing by 11 second grade teachers who first collaborated in practice-based professional development in SRSD. Students at-risk for failure in writing were randomly assigned to treatment and control conditions in each teacher’s classroom. Teachers implemented SRSD with small groups of students at-risk for failure in writing (referred to as Tier 2 intervention in the Response to Intervention, or RTI, model) in their classrooms; control students at-risk in writing received regular classroom instruction from their teachers. Integrity of strategies instruction and social validity were assessed among the participating teachers. Student outcomes assessed included inclusion of genre elements and story quality, generalization to personal narrative, and teacher perceptions of intrinsic motivation and effort for writing. Teachers implemented strategies instruction with high integrity; social validity was positive. Significant effects were found for inclusion of genre elements and story quality at both posttest and maintenance; effect sizes were large (.89–1.65). Intervention also resulted in significant generalization to personal narrative (effect sizes were .98 for elements and .88 for quality). Teachers reported significantly higher perceptions of both intrinsic motivation and effort (effect sizes were 1.09 and 1.07, respectively). Limitations and directions for future research are discussed. 相似文献
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Steve Graham Andrea Capizzi Karen R. Harris Michael Hebert Paul Morphy 《Reading and writing》2014,27(6):1015-1042
A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing practices, assessment of writing, use of technology, and adaptations for struggling writers. The findings from this survey raised concerns about the quality of middle school writing instruction. Many teachers believed their preservice and inservice preparation to teach writing was inadequate. Middle school students spend little time writing or being taught how to write. While most teachers used a variety of evidenced-based writing practices and made adaptations for struggling writers, such methods were applied infrequently. Most teachers did not appear to use assessment data to shape how they taught writing, and computers played a relatively minor role in middle school writing instruction. Even though teachers generally agreed that writing was a collective responsibility, language arts teachers placed a greater emphasis on writing instruction than social studies and science teachers. 相似文献
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《Contemporary educational psychology》2005,30(2):207-241
Writing is a complex task. Its development depends in large part on changes that occur in children’s strategic behavior, knowledge, and motivation. In the present study, the effectiveness of an instructional model, Self-Regulated Strategy Development (SRSD), designed to foster development in each of these areas, was examined. Adding a peer support component to SRSD instruction to facilitate maintenance and generalization was also examined. Struggling, third grade writers, the majority of whom were minority students attending schools that served primarily low-income families, received SRSD instruction focused primarily on learning writing strategies and knowledge for planning and composing stories and persuasive essays. These students wrote longer, more complete, and qualitatively better papers for both of these genres than peers in the comparison condition (Writers’ Workshop). These effects were maintained over time for story writing and generalized to a third uninstructed genre, informative writing. SRSD instruction boosted students’ knowledge about writing as well. The peer support component augmented SRSD instruction by increasing students’ knowledge of planning and enhancing generalization to informative and narrative writing. In contrast, self-efficacy for writing was not influenced by either SRSD condition (with or without peer support). 相似文献
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Peter Gierlach 《Clearing house (Menasha, Wis.)》2013,86(4-5):147-154
With the implementation of the Common Core State Standards for English Language Arts and Literacy, as well as the onset of the C3 framework from the National Council of Social Studies, social studies teachers are tasked with integrating content and writing instruction in thoughtful and relevant ways. A middle school social studies teacher addressed this complex task by integrating a planning strategy for argument-based writing in his 8th-grade United States History class. To frame the teaching of the planning strategy and social studies content, the six instructional stages from the Self-regulated Strategy Development (SRSD) model were used. This article highlights the teacher's exploratory use of cognitive strategy instruction, SRSD, and impact on student writing. 相似文献
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Yojanna Cuenca-Sanchez Margo A. Mastropieri Thomas E. Scruggs Julie K. Kidd 《Exceptionality》2013,21(2):71-93
We examined the effectiveness of the Self-Regulated Strategy Development (SRSD) model of writing instruction with a self-determination training component for middle school-age students with emotional and behavioral disorders. We randomly assigned students to experimental or comparison treatments during which special education teachers provided the intervention. Students in the experimental groups received instruction on how to plan and write persuasive essays, were trained on self-determination skills, and were taught how to use persuasive writing to self-advocate. Students in the comparison condition received writing instruction with the established school writing curriculum. Instruction for both groups lasted 33 days, four days a week during 30-minute sessions. Experimental students significantly outperformed comparison students at posttest in all the persuasive essay-writing components assessed, in their ability to recall the parts of a persuasive essay, in the self-efficacy measure, and on self-determination knowledge. Experimental students were able to maintain gains in almost all writing measures and were able to generalize to content areas, although comparison students slightly increased in number of words. Student and teacher interviews revealed an overall satisfaction with SRSD procedures and the results. 相似文献
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Writing is a critical skill for success in all areas of life, but it is one of the least taught skills in school. Teachers consistently report being unprepared to teach writing. In this study, set in a Southern U.S. boomtown, teachers received two days of practice-based professional development for a ten-week implementation of self-regulated strategy development (SRSD), an evidence-based writing intervention, to support student persuasive and informational writing as well as performance on the state standardized writing exam. This multi-site cluster randomized controlled study evaluated the effectiveness of SRSD on student writing outcomes including prompt adherence, elements, and holistic quality. Multilevel modeling analysis was used to evaluate data from 418 fourth -grade students (256 treatment, 162 control) nested across 33 classes (n = 17 treatment taught by 8 departmentalized teachers; 16 control, 9 departmentalized teachers) within 11 schools randomly assigned to condition. Teachers implemented SRSD with high fidelity (M = 92%; range 91–100%). SRSD had a statistically significant and large effect on prompt adherence (p < .001; Hedges’ g = 1.87), elements (p < .001; Hedges’ g = 0.84) and holistic scores (p < .001; Hedges’ g = 0.87), while holding gender and pretest scores constant. Effects of SRSD on all writing measures were not significantly moderated by students’ gender, students’ pretest scores, or schools’ pretest scores. There were complications with teacher observations, especially related to technology. Limitations and future directions are discussed. 相似文献
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Admiraal Wilfried F. Lockhorst Ditte Wubbels Theo Korthagen Fred A.J. Veen Wim 《Learning Environments Research》1998,1(1):59-74
The use of computer conferencing environments with student teachers and their supervisors was implemented during teaching practice and evaluated for four teacher education programs. Computer conferencing can be contrasted with the more common supervision methods, such as face-to-face conferences between the student teacher and the cooperating teacher, or between a group of student teachers and their supervisor at the teacher education institute. In our evaluation, we focused on participants' opinions of computer conferencing and their participation, activities and educational outcomes. During their field experiences, student teachers used computer conferencing primarily to exchange emotional support when they recognised similar experiences among their peers. It was less used for reflecting on their teaching and exchanging pedagogical content knowledge, including instructional methods and designs, classroom management strategies, general and instructional theories, and aspects of the teaching profession. This finding led to the conclusion that more attention should be paid to the structure of student teachers' learning environment, because more coaching and instruction of student teachers in their systematic and reflective use of computer conferencing leads to more varied and extensive communication 相似文献
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The purpose of this study was to investigate the effectiveness of implementing the Self-Regulated Strategy Development (SRSD) model of instruction (Graham & Harris, 2005; Harris & Graham, 1996) on the writing skills and knowledge of six first grade students. A multiple-baseline design across participants with multiple probes (Kazdin, 2010) was used to test the effectiveness of the SRSD intervention, which included story writing and self-regulation strategy instruction. All students wrote stories in response to picture prompts during the baseline, instruction, post-instruction, and maintenance phases and stories were assessed for essential story components, length, and overall quality. Participants also participated in brief interviews during the baseline and post-instruction phases. Results indicated that SRSD can be beneficial for first grade writers. Participants wrote stories that contained more essential components, were longer, and of better quality after SRSD instruction. Participants also showed improvement in writing knowledge from pre- to post-instruction. 相似文献
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The majority of high-stakes tests from elementary school through postsecondary education include the timed impromptu essay as a measure of writing performance. For adolescents with writing disorders, this type of evaluation often presents a significant barrier. The purpose of the current study was twofold. First, we investigated the influence of handwritten, typed, and typed/edited formats of an expository essay on the quality scores received by students with (n = 65) and without (n = 65) dyslexia. Second, we examined the contribution of spelling, handwriting, fluency, and vocabulary complexity to the quality scores that students with and without dyslexia received on the same writing task. Analyses indicated that vocabulary complexity, verbosity, spelling, and handwriting accounted for more variance in essay quality scores for writers with dyslexia than for their typically achieving peers. Both group and individual student outcomes are reported to better understand the needs of struggling writers with dyslexia. Implications for assessment, instruction, and accommodations are discussed with an eye toward reform efforts that target improved teaching and learning. 相似文献
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Though discipline-specific approaches to literacy instruction can support adolescents' academic literacy and identity development, scant attention has been paid to ways of targeting such instruction to address individual student needs. Dialogic writing assessment is an approach to conducting writing conferences that foregrounds students' composing process so that teachers can assess and support that process with instructional feedback. Because such feedback is immediate, teachers can observe how students take it up. While dialogic assessment has shown promise as an approach to revealing and supporting students' writing processes in English Language Arts classrooms, it remains to be explored how this approach can support developing writers in other subject areas. This paper offers an analytic narrative account of how a high school social studies teacher used this method to support the writing process of one student, exploring what the method revealed about the challenges the student faced in writing about history, the gaps and misconceptions in their understanding of history and the intersection between the two. We discuss how certain ‘mediational moves’ the teacher employed enabled the student to compose collaboratively with the teacher, and in this collaborative composing, to capture ideas that she later used in her independent writing. 相似文献
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abstractIn the context of our work as literacy specialists, we taught teachers to use sentence frames to support ELL students’ writing. We then studied the impact of their instruction on students. Our analysis of student writing samples revealed no groupwide developmental trends so we posed deeper questions about their work using the data analysis methods learned through the action research process. We report our findings about the relationship between student writing development and language instruction. We discuss our learning as well as implications for our work supporting teacher instruction. 相似文献
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Linda Shidler 《Early Childhood Education Journal》2009,36(5):453-460
Coaching for increased teacher efficacy (both instructional and self) has been an essential component to various educational
reforms such as No Child Left Behind; Reading First projects and Early Reading First Projects. Those seeking to improve teacher
performance leading to enhanced student outcomes on various state assessments have also incorporated coaching into the methodology.
The purpose of this study was to look at the linkage between hours spent coaching teachers in the classroom for efficacy in
content instruction and child achievements/outcomes. A significant correlation was seen in year one between the time coaches
spent in the classroom and students’ alphabet recognition scores. The coaching model for year one was one that focused coaching
for instructional efficacy in specific content and teaching methods and saw the coaches directly facilitate and support theory
to practice. In year two and three, no significant correlation was found. Year two and three used a coaching model which was
less specific in focus and increased time spent on site with teachers. The implications for coaching practice includes balancing
time between four components to effective coaching; (1) instructing for specific content, (2) modeling techniques and instructional
practices, (3) observing teacher practices and (4) consulting for reflection. 相似文献
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Jennifer L. Maeng 《Research in Science Education》2017,47(5):1075-1099
This qualitative investigation explored the beliefs and practices of one secondary science teacher, Diane, who differentiated instruction and studied how technology facilitated her differentiation. Diane was selected based on the results of a previous study, in which data indicated that Diane understood how to design and implement proactively planned, flexible, engaging instructional activities in response to students’ learning needs better than the other study participants. Data for the present study included 3 h of semi-structured interview responses, 37.5 h of observations of science instruction, and other artifacts such as instructional materials. This variety of data allowed for triangulation of the evidence. Data were analyzed using a constant comparative approach. Results indicated that technology played an integral role in Diane’s planning and implementation of differentiated science lessons. The technology-enhanced differentiated lessons employed by Diane typically attended to students’ different learning profiles or interest through modification of process or product. This study provides practical strategies for science teachers beginning to differentiate instruction, and recommendations for science teacher educators and school and district administrators. Future research should explore student outcomes, supports for effective formative assessment, and technology-enhanced readiness differentiation among secondary science teachers. 相似文献
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Ana Margarida Veiga Simão Anabela Abreu Malpique Lourdes Maria Bragagnolo Frison André Marques 《Reading and writing》2016,29(5):955-979
Learning how to write is a challenging process, typically developed in schools. Teachers’ practices in teaching writing, however, have been under researched. The aim of this study was to survey a sample of teachers from Portugal (n = 96) and Brazil (n = 99) about their practices for and perceptions about writing instruction. Teachers reported on time devoted to student writing and the teaching of writing, on their practices to promote students’ self-regulated writing, adaptations for less skilled writers, and their perceptions about writing and the teaching of writing. Findings from this survey raised concerns about the quality of writing instruction in both countries. Teachers reported little time devoted for writing and the teaching of writing in their classes. The majority of the teachers rarely used practices to promote students’ self-regulated writing or applied explicit teaching methods for writing instruction. Both Portuguese and Brazilian teachers perceived writing as a shared responsibility. Brazilian teachers, however, agreed with this perception more strongly. Portuguese teachers’ perception of the importance of writing for students’ academic and professional success was higher than the perceptions held by Brazilian teachers. A positive correlation was found between teachers’ preparation to teach writing and their practices to promote students’ self-regulated writing. The implications of these findings are discussed. 相似文献
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Chelsea Sue Bahnson Snyders 《Early Childhood Education Journal》2014,42(6):405-414
With the adoption of the Common Core Standards and a renewed emphasis on critical and higher-order thinking skills, exploring the relationship among writing development, self-efficacy beliefs, perseverance, and effort has become essential. The nature of writing workshop not only lends itself to differentiation among students but also provides opportunities to explore authentic texts and tasks. The purpose of this qualitative, multicase study was to explore the development of kindergarten writers within a writing workshop. Research questions focused on writer identity, writing self-efficacy, and growth as kindergarten writers. The participants, two female and one male, were randomly chosen for this study and attended an all-day, 3-days per-week kindergarten program at a public school in the upper Midwest. Student writing interviews, videotaped student–teacher conferences, and student written work served as data sources. The writing workshop framework provided a learning environment that was conducive to the formation of the three children’s writing identities. As students engaged in writing mini-lessons, text inquiries, writing, and sharing writing with peers, student writing stamina and engagement increased. Students utilized techniques and strategies of published writers. Students adopted these qualities in their views of themselves as writers. Suggestions for future research included exploring writing self-efficacy in relation to everyday kindergarten experiences, allowing for sharing and feedback, and addressing the ways in which writing workshop might provide for authentic and rigorous instruction and tasks in kindergarten classrooms. 相似文献
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Cynthia S. Puranik Stephanie Al Otaiba Jessica Folsom Sidler Luana Greulich 《Reading and writing》2014,27(2):213-236
The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 min instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners’ writing performance. 相似文献
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Knowledge foundations for teaching reading and spelling 总被引：1，自引：0，他引：1
Louisa Moats 《Reading and writing》2009,22(4):379-399
Changes in education policy, the accumulation of research evidence that skilled instruction prevents and ameliorates reading
failure, accountability requirements, and a new emphasis on multi-tiered interventions in schools are all causing a growing
interest in improving teacher knowledge and skill in reading instruction. Consensus frameworks that explain reading development
and individual differences provide an outline for what teachers need to know. The details of that content, however, including
the English phonological system, the organization of English orthography, and the language structures that are processed during
reading and writing, are challenging for teachers to learn. Recent studies are reviewed that investigate the relationship
between teacher knowledge, practice, and student outcomes. The paper argues that teachers must have considerable knowledge
of language structure, reading development, and pedagogy to differentiate instruction for diverse learners. Policy mandates
for improvement of reading achievement should provide for more effective teacher education, as the knowledge base is not learned
casually or easily. Research on how teachers best develop expertise should inform our licensing and professional development
programs. 相似文献