Literaturnachweis - Detailanzeige
| Autor/inn/en | Mason, Linda H.; Cramer, Anne Mong; Garwood, Justin D.; Varghese, Cheryl; Hamm, Jill; Murray, Allen |
|---|---|
| Titel | Efficacy of Self-Regulated Strategy Development Instruction for Developing Writers with and without Disabilities in Rural Schools: A Randomized Controlled Trial |
| Quelle | In: Rural Special Education Quarterly, 36 (2017) 4, S.168-179 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/8756870517723617 |
| Schlagwörter | Writing Strategies; Writing Instruction; Disabilities; Rural Schools; Randomized Controlled Trials; Comparative Analysis; Elementary School Students; Elementary School Teachers; Grade 5; Grade 6; Writing Workshops; Faculty Development; Persuasive Discourse; Program Evaluation; General Education; Inclusion; Outcomes of Education; Writing Improvement; Statistical Analysis; Writing Tests; Pretests Posttests; Writing Skills; Multivariate Analysis; Intervention Schreibtechnik; Schreibunterricht; Handicap; Behinderung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Persuasion; Persuasive Kommunikation; Programme evaluation; Programmevaluation; Allgemein bildendes Schulwesen; Allgemeinbildung; Inklusion; Lernleistung; Schulerfolg; Statistische Analyse; Writing test; Schreibtest; Writing skill; Schreibfertigkeit; Multivariate Analyse |
| Abstract | A workshop with virtual consultation practice-based professional development model for self-regulated strategy development persuasive writing instruction was evaluated in a randomized controlled trial. Nineteen general education teachers and 564 Grade 5 and 6 students in 16 low-wealth rural schools participated. Following training, teachers provided instruction in their inclusive classrooms. Results indicated that students receiving instruction improved in the number of persuasive elements and words written when compared with students in the control group. Differences in element type were evaluated with largest effects noted for reasons and explanations. Student group differences were noted with nonstruggling students having greater gains than struggling students. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/4/11 |
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