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1.
《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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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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Debra McKeown Mary Brindle Karen R. Harris Steve Graham Alyson A. Collins Megan Brown 《Reading and writing》2016,29(6):1105-1140
In this mixed methods study, qualitative, quantitative, and single-case methods were combined to provide a comprehensive investigation of teacher and student outcomes following practice-based professional development (PBPD) for self-regulated strategy development (SRSD) in writing. Qualitative observations were used to determine outcomes among the three-fourth grade teachers involved, a nested quantitative model was used to analyze classwide student writing outcomes across 53 students in the three classes, and single case design was used to determine differential outcomes among randomly selected struggling and average writers in each class. PBPD was followed by coaching for differentiation based on student performance and fidelity as teachers taught their students strategies for writing timed imaginary stories (with self as main character), as required by the state writing test. Qualitative results indicated two teachers did not differentiate writing instruction without coaching; one teacher was unresponsive to coaching and did not differentiate instruction. Classwide analysis demonstrated significant growth in writing at the class level for students from baseline to posttesting. Single case design results indicated mixed outcomes among struggling and average writers and instances where instruction was not effective. Teachers indicated high social validity for PBPD and for SRSD; students indicated high social validity for SRSD. Results across the multiple methods illuminate growth and struggles often disguised in group data and are addressed to aid in understanding and enhancing PBPD as well as instruction in SRSD and other evidence-based practices. Limitations and future research directions are discussed. 相似文献
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《Journal of research on educational effectiveness》2013,6(4):322-353
Abstract We examined the extent to which strategies instruction, using the Self-Regulated Strategy Development (SRSD) model, would enhance the writing, engagement during writing, and behavior of 44 second-grade students identified as having behavioral and writing difficulties. This study occurred within a comprehensive, integrated, three-tiered model of prevention that included behavioral, social, and academic components. Students were randomly assigned to an experimental or control condition. Students in the experimental condition received SRSD as a Tier 2 intervention. They were individually taught strategies for planning and composing, first for opinion essays and then for stories. Students met with their instructor 3 to 4 times per week for 30-min sessions, spending 3 to 4½ weeks in intervention for each genre. Students in the control group received the regular writing program. SRSD instructed students made significantly greater gains in writing quality and composition elements than control students for both opinion essays and stories. Students in the experimental condition also made greater gains than controls in academic engagement when writing opinion essays in their regular classroom. Transfer and behavioral effects, however, were limited. Implications are discussed. 相似文献
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Promoting intrinsic motivation is often a central concern in teaching foreign languages to elementary school children. Self-determination theory posits that intrinsic motivation develops through the interaction of the person and the environment. The present study investigated how elementary school students’ motivation develops over the course of a school year in Japanese public schools. Five-hundred and fifteen Japanese elementary school children were surveyed over the course of one school year. Self-reported motivation, perceptions of teacher support, need satisfaction, and engagement were measured at different times. External raters observed students’ engagement, while classroom teachers assessed the quality of students’ motivation and learning. Structural equation modeling results indicated a positive, dynamic relationship between motivation, perceptions of the learning environment, and engagement. External raters’ assessments showed significant positive correlations with students’ self-reported engagement. Findings indicate how the instruction offered in these Japanese elementary schools supported students’ foreign language learning motivation. 相似文献
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Kelley Regan Anya S. Evmenova Donna Sacco Jessica Schwartzer David S. Chirinos Melissa D. Hughes 《Technology, Pedagogy and Education》2019,28(1):1-19
With increasing emphasis by policymakers, there has been an increase in access to technology within schools across the globe. However, recent survey findings suggest that teachers may not be integrating technology into their writing instruction in meaningful and effective ways. Variability in technology integration can be attributed to teacher attitudes about technology. This study seeks to understand teacher attitudes and perceptions regarding writing instruction and use of technology. Interviews of 47 middle school teachers revealed that most teachers considered themselves to be technology users who perceived their students’ writing skills to be deficient, yet spent little time on writing instruction in content areas. Teachers indicated that barriers to using technology included that it was too time-consuming; they had limited access; and they perceived access to be a competition. However, teachers revealed that technology was positive for students with disabilities, differentiating instruction, and providing twenty-first-century learning opportunities. These findings suggest that teacher attitudes and perceptions play an important role in technology integration. In addition to increased access to technology, school divisions should provide pre-service and in-service training and time for reflection so that teacher attitudes that impede technology integration can be positively manipulated to improve technology integration in the classroom. 相似文献
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A random sample of teachers in grades 3 and 4 (N = 157) from across the United States were surveyed about their use of evidence-based writing practices, preparation to teach writing, and beliefs about writing. Teachers’ beliefs included their efficacy to teach writing, their orientations to teach writing, their attitude about teaching writing, and their attitudes about their own writing. The teachers’ responses raised some concerns about the quality of writing instruction third- and fourth-grade students receive, as teachers reported spending only 15 min a day teaching writing and students spend only 25 min a day at school writing. While teachers indicated they used a variety of evidence based writing practices in their classroom, a majority of these were applied infrequently. Further, three out of every four teachers reported that their college teacher preparation programs provided no or minimal instruction on how to teach writing. They further rated their preparation to teach writing lower than their preparation to teach reading, math, science, or social studies. On a more positive note, a majority of teachers asked students to write multiple paragraph texts relatively frequently (4 times a month or more often) and complete at least one narrative, informative, and persuasive writing assignment monthly. Teachers were also generally positive about teaching writing, their efficacy to teach writing, and their beliefs about their own writing. Finally, efficacy to teach writing and philosophical orientations to teaching writing each made a unique contribution to predicting teachers’ use of evidence based practices, whereas teacher preparation did the same for reported time spent teaching writing and reported time students wrote at school and home. 相似文献
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Patricia L. Hardré Su‐Hua Huang Ching‐Huei Chen Chen‐Ting Chiang Fen‐Lan Jen Leslie Warden 《Asia-Pacific Journal of Teacher Education》2006,34(2):199-221
This study investigated the relationships between teachers' self‐reported classroom goal structures, instructional self‐perceptions, teaching efficacy, and perceptions of students' motivation in a developing East Asian nation. This study's participants were 404 teachers, across subject areas, in 14 high schools in an East Asian nation. Similar studies have been conducted in western nations, but these cannot be generalised to the East Asian cultural context without direct research. The following teacher perceptions correlated strongly with perceptions of student motivation: learning goal orientations; student ability; instrumentality of instruction; and high teaching self‐efficacy. Among these related factors, learning goals and ability emerged as the strongest predictors of perceived student motivation. Teachers interviewed reported that their students' motivation is primarily extrinsic and performance‐oriented, influenced by external factors, predominantly exam pressure and social expectations. These findings have important implications for teacher education and practice, and for school policy and educational reform. 相似文献
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Zoi A. Traga Philippakos 《The Journal of educational research》2020,113(3):177-190
AbstractThe purpose of the study was to (a) design and examine the effects of a yearlong professional development model on the writing quality of 3rd to 5th graders across genres and on their teachers’ confidence, and (b) to make revisions based on results and teacher’s feedback. Participants were 11 teachers, 273 students, and a principal. The study had a one-year duration, and instruction was based on genre-based strategy instruction for the genres of opinion, story, and compare-contrast. Data were collected across the academic year, and results showed that students’ writing quality improved across genres taught during the academic year while there were no gender differences on performance. Teachers expressed challenges regarding time to teach writing and meet with peer. Further they shared the need to be provided with quality resources and continuous PD. Revisions for Cycle 2 are included and implications for research and practice are further discussed. 相似文献
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The Common Core State Standards (CCSS) were adopted in an effort to create a consistent set of standards across schools, districts, and states in order to ensure equality of educational opportunities for all students in the country. Educational reform through standardization implies that across thousands of miles and millions of students, individual classroom teachers are able to create equitable instruction based on policy and curriculum mandates. For such reform efforts to be successful, standards must be implemented with fidelity, thoroughness, and strong support from stakeholders. The present study examines the role of teacher preparation for CCSS implementation, notably in rural and economically depressed districts in the American South. Teachers were surveyed about their CCSS professional development experiences and needs, CCSS instructional and assessment practices, and perceptions of student learning related to new standards. The analysis reveals that teachers do not feel fully prepared to teach according to CCSS, and highlights areas of professional development where districts failed to support effective teacher implementation. Findings from this study illustrate inequitable professional development for teachers and provide implications for professional development types, content, and quality that teachers perceive as essential for CCSS success. 相似文献
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Lynn Meltzer Tamar Katzir Lynne Miller Ranjini Reddy Bethany Roditi 《Learning disabilities research & practice》2004,19(2):99-108
This study investigated changes in teachers' and students' perceptions of students' effort, strategy use, and academic difficulties when strategy instruction was infused into the classroom curriculum. The sample consisted of 201 students with learning disabilities, 210 average achievers, and 57 teachers from Grades 4–9 in two urban and suburban communities. After six months of classroom‐based strategy instruction, students with learning disabilities reported more consistent use of strategies with their schoolwork and perceived themselves as struggling less in reading, writing, and spelling. Teachers perceived the students with learning disabilities as more strategic and as applying more effort to their schoolwork. Teachers also perceived their students as showing significant improvements in spelling, regardless of whether they had learning disabilities. These findings extended the results of previous investigations and indicated the small, positive impact of classroom‐based strategy instruction. Further investigations are critical to evaluate the generalizability of these findings. 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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Improving learning disabled students' skills at composing essays: self-instructional strategy training 总被引：3，自引：0，他引：3
This study was conducted to determine if self-instructional strategy training would improve learning disabled students' writing. Students were taught a strategy designed to facilitate the generation, framing, and planning of argumentative essays. Training effects were investigated using a multiple-baseline across-subjects design, with multiple probes in baseline. Strategy instruction had a positive effect on students' writing performance and self-efficacy. Effects were maintained over time and transferred to a new setting and teacher. Evidence for generalization to a second genre, story writing, was also obtained. The students and their special education teacher recommended the use of the strategy with other students. 相似文献
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Maria José Prata Bruno de Sousa Albertina L. Oliveira 《The Journal of educational research》2019,112(1):12-27
The authors analyze the efficacy of a cooperative method associated with self-regulated strategy development (SRSD) for argumentative writing compared with a SRSD single approach. Seven teachers and 230 ninth-grade students from three middle schools participated in the present study in which teachers were part of a practice-based professional development program. Schools were assigned either to the experimental group or to the comparison group. Over a three-month period, all students were taught SRSD strategies. After this period, students from the experimental group participated in a cooperative setting, whereas the comparison group followed the SRSD only. The results indicated that students in the experimental group made statistically significant greater gains in structural argumentative elements and in the quality of writing texts immediately after the intervention and one month later. Thus, the study provides evidence for the benefits of adding a cooperative setting to SRSD in implementing argumentative writing skills. 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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Writing standards and objectives outline complex skills for narrative essay writing at the secondary level. Students with disabilities often produce disorganized narratives with fewer narrative elements than their peers without disabilities. A multiple-probe design was used to examine effects of Self-Regulated Strategy Development for the Pick my genre then idea, Organize my notes, Write (POW) + Setting, Tension, rising Action, Climax, Solution (STACS) strategy on narrative essay-writing skills for 6 secondary students with disabilities. Results indicated students improved the quality of their narratives and included a greater number of strategy-specific and story grammar elements following instruction. Students were also able to transfer skills across a history or social studies setting and could more accurately differentiate narrative writing prompts from expository and persuasive writing prompts. Treatment acceptability results indicated students found instruction beneficial. 相似文献
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Large-scale assessment as professional development: teachers’ motivations,ability beliefs,and values
In this study, conducted in the United States, the authors examined the motivational characteristics of teachers in the context of a large-scale performance assessment program. Teachers received professional development through their participation in the assessment program by writing items, reviewing items, and reviewing scoring criteria. An expectancy-value theory framework and embedded mixed-methods design were used to examine teachers’ (n = 119) motivations, ability beliefs, and values related to their professional development. Survey results showed that teachers generally had a high degree of intrinsic motivation for and associated social and pedagogical utility value with the professional development. Teachers reported positive ability beliefs, a high degree of usefulness, importance, and interest associated with the professional development, and positive changes to instruction and assessment. Results of multiple regression analyses showed teachers’ intrinsic motivations and ability beliefs predicted changes to instruction and assessments. Interview results illustrated the ways in which knowledge gained from involvement in the assessment program translated to practice. Results provided insight into the complexity of participants’ values, identifying factors that enabled or constrained changes to instruction and assessments. 相似文献