Literaturnachweis - Detailanzeige
| Autor/inn/en | Bangert-Drowns, Robert L.; Hurley, Marlene M.; Wilkinson, Barbara |
|---|---|
| Titel | The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis |
| Quelle | In: Review of Educational Research, 74 (2004) 1, S.29-58 (30 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-6543 |
| Schlagwörter | Writing Strategies; Academic Achievement; Meta Analysis; Metacognition; Writing (Composition); Learning Strategies; Middle Schools; Writing Assignments; Educational Benefits |
| Abstract | Since the early 1970s, many educators have touted writing as a means of enhancing learning. Several reasons have been suggested for this purported enhancement: that writing is a form of learning, that writing approximates human speech, that writing supports learning strategies. Alternatively, some researchers have cautioned that the educative effects of writing may be contingent on the contexts in which it occurs. The research on writing's effects on learning is ambiguous. This meta-analysis of 48 school-based writing-to-learn programs shows that writing can have a small, positive impact on conventional measures of academic achievement. Two factors predicted enhanced effects: the use of metacognitive prompts and increased treatment length. Two factors predicted reduced effects: implementation in Grades 6-8 and longer writing assignments. (Contains 2 figures, 5 tables, and 1 note.) (Author). |
| Anmerkungen | American Educational Research Association. 1230 17th St. NW, Washington, DC 20036-3078. Tel: 202-223-9485; Fax: 202-775-1824; e-mail: subscriptions@aera.net; Web site: http://www.aera.net. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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