Robert Land
Biographic Data
| ID | 6436393 |
|---|---|
| NAME | Robert Land |
| GIVEN NAMES | Robert |
| FAMILY NAME | Land |
| SIGNATURE | LAND R |
| AFFILIATIONS | California State University Los Angeles |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 1 |
The pathway to academic success
This study reports findings from a multisite cluster randomized controlled trial designed to validate and scale up an existing successful professional development program that uses a cognitive strategies approach to text-based analytical writing. The Pathway to Academic Success Project worked with partner districts affiliated with 4 National Writing Project (NWP) sites in southern California. Informed by a wide body of research on the efficacy of…
Enhancing the Interpretive Reading and Analytical Writing of Mainstreamed English Learners in Secondary School
In this study, 72 secondary English teachers from the Santa Ana Unified School District were randomly assigned to participate in the Pathway Project, a cognitive strategies approach to teaching interpretive reading and analytical writing, or to a control condition involving typical district training focusing on teaching content from the textbook. Pathway teachers learned how to use an on-demand writing assessment to help mainstreamed English lear…
Teaching Secondary English Learners to Understand, Analyze, and Write Interpretive Essays About Theme
Members of a site of the California Writing Project conducted the study in this article in partnership with a large, urban, low‐SES school district where 93% of the students speak English as a second language and 69% are designated Limited English Proficient. Over an eight‐year period, a relatively stable group of 55 secondary teachers engaged in ongoing professional development implemented a cognitive strategies approach to reading and writing i…
Taking a Reading/Writing Intervention for Secondary English Language Learners on the Road
These two recipients of this year’s Alan C. Purves Award reflect on their work (reported in RTE Vol. 41, No. 3, pp. 269–303) on “A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School” and the lessons they learned from their original research study as they tried to replicate the project in two additional districts outside their service area, to determine if the implications of their st…
A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School
This study was conducted by members of a site of the California Writing Project in partnership with a large, urban, low-SES school district where 93% of the students speak English as a second language and 69% are designated Limited English Proficient
Enhancing the Interpretive Reading and Analytical Writing of Mainstreamed English Learners in Secondary School
In this study, 72 secondary English teachers from the Santa Ana Unified School District were randomly assigned to participate in the Pathway Project, a cognitive strategies approach to teaching interpretive reading and analytical writing, or to a control condition involving typical district training focusing on teaching content from the textbook. Pathway teachers learned how to use an on-demand writing assessment to help mainstreamed English lear…
A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School
This study was conducted by members of a site of the California Writing Project in partnership with a large, urban, low-SES school district where 93% of the students speak English as a second language and 69% are designated Limited English Proficient
Taking a Reading/Writing Intervention for Secondary English Language Learners on the Road
These two recipients of this year’s Alan C. Purves Award reflect on their work (reported in RTE Vol. 41, No. 3, pp. 269–303) on “A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School” and the lessons they learned from their original research study as they tried to replicate the project in two additional districts outside their service area, to determine if the implications of their st…
Teaching Secondary English Learners to Understand, Analyze, and Write Interpretive Essays About Theme
Members of a site of the California Writing Project conducted the study in this article in partnership with a large, urban, low‐SES school district where 93% of the students speak English as a second language and 69% are designated Limited English Proficient. Over an eight‐year period, a relatively stable group of 55 secondary teachers engaged in ongoing professional development implemented a cognitive strategies approach to reading and writing i…
Enhancing the Interpretive Reading and Analytical Writing of Mainstreamed English Learners in Secondary School
In this study, 72 secondary English teachers from the Santa Ana Unified School District were randomly assigned to participate in the Pathway Project, a cognitive strategies approach to teaching interpretive reading and analytical writing, or to a control condition involving typical district training focusing on teaching content from the textbook. Pathway teachers learned how to use an on-demand writing assessment to help mainstreamed English lear…
The pathway to academic success
This study reports findings from a multisite cluster randomized controlled trial designed to validate and scale up an existing successful professional development program that uses a cognitive strategies approach to text-based analytical writing. The Pathway to Academic Success Project worked with partner districts affiliated with 4 National Writing Project (NWP) sites in southern California. Informed by a wide body of research on the efficacy of…
Mathematics education (5 works) · Pedagogy (5 works) · Psychology (5 works) · Linguistics (4 works) · Reading (process (4 works) · Cognition (3 works) · Reading and Literacy Development (3 works) · Educational and Psychological Assessments (2 works) · EFL/ESL Teaching and Learning (2 works) · English language (2 works)