Practice-Based Professional Development for Self-Regulated Strategies Development in Writing: A Randomized Controlled Study

Autor/inn/en	Harris, Karen R.; Lane, Kathleen Lynne; Graham, Steve; Driscoll, Steven A.; Sandmel, Karin; Brindle, Mary; Schatschneider, Christopher
Titel	Practice-Based Professional Development for Self-Regulated Strategies Development in Writing: A Randomized Controlled Study
Quelle	In: Journal of Teacher Education, 63 (2012) 2, S.103-119 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487111429005
Schlagwörter	Instructional Effectiveness; Professional Development; Validity; Grade 3; Grade 2; Elementary School Teachers; Writing Instruction; Teaching Methods; Writing Strategies; Essays; College School Cooperation; Evidence; Models; Prevention; Academic Achievement; Student Behavior; Social Development; Teacher Attitudes; Student Attitudes; Rural Schools + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Gültigkeit; School year 03; 3. Schuljahr; Schuljahr 03; School year 02; 2. Schuljahr; Schuljahr 02; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibtechnik; Essay; Aufsatzunterricht; Evidenz; Analogiemodell; Prävention; Vorbeugung; Schulleistung; Student behaviour; Schülerverhalten; Soziale Entwicklung; Lehrerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	In this randomized controlled study, 20 second- and third-grade teachers participated in practice-based professional development in strategies instruction in either story or opinion essay writing, using the Self-Regulated Strategies Development (SRSD) instructional model. These teachers worked in schools collaborating with a local university to implement an evidence-based, three-tiered model of prevention and supports targeting academic, behavioral, and social goals. The authors examined the effects of intensive practice-based professional development and follow-up support on the writing of second- and third-grade students in terms of quality, length, and inclusion of basic genre elements; integrity of SRSD instruction; and teacher and student judgments of the social validity of SRSD. Whole-class (Tier 1), teacher-implemented SRSD instruction resulted in significant and meaningful changes in student writing outcomes for story and opinion essay writing. Teachers implemented SRSD with fidelity, and SRSD was viewed as socially valid by teachers and students. Limitations of this study and directions for future research are discussed. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10