Practice-Based Professional Development for Self-Regulated Strategies Development in Writing
A Randomized Controlled Study
Bibliographic Data
| ID | 4307169 |
|---|---|
| Authors | Kenneth R Harris (0000-0002-2618-8510, Vanderbilt University, Nashville, TN, USA), Karen R Harris, Kathleen Lynne Lane (0000-0001-6364-838X, Vanderbilt University, Nashville, TN, USA), Steve Graham (0000-0002-6702-5865, Vanderbilt University, Nashville, TN, USA), Steven A Driscoll (Vanderbilt University, Nashville, TN, USA), Karin Sandmel (Vanderbilt University, Nashville, TN, USA), Mary Brindle (0000-0003-3695-3447, Vanderbilt University, Nashville, TN, USA), Christopher Schatschneider (0000-0002-1700-7685, Florida State University, Tallahassee, USA) |
| Year | 2012 |
| Volume | 63 |
| Issue | 2 |
| Pages | 103-119 |
| Publication date | 2012-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487111429005 |
| OpenAlex | W2061314015 |
| Language | EN |
| Citations received | 25 |
| References cited | 25 |
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
Class (philosophy) · Fidelity · Inclusion (mineral) · Mathematics education · Medical education · Pedagogy · Professional development · Quality (philosophy) · Computer Science · Innovative Teaching and Learning Methods · Medicine · Psychology · Reading and Literacy Development · Social Psychology · Writing and Handwriting Education
College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language
Un dispositif d’enseignement explicite pour articuler l’étude de la langue à des tâches complexes de lecture-écriture
Teacher Professional Learning and Practice for Writing Instruction
Improving writing through evidence-based teaching
Initial Development of an Instrument Measuring Teachers’ Mindsets in a Professional Development Context
Le recours à un devis de recherche mixte pour étudier le développement des capacités en écriture et en autorégulation d’élèves de 5 année du primaire
El Modelo De Respuesta a La Intervención en Escritura
Constructing written arguments to develop fraction knowledge
Helping teacher education students’ understanding of self-regulated learning and how to promote self-regulated learning in the classroom
Empowering Young Writers
Nudging Autonomous Learning Behavior
Professional development in a pandemic
An exploration of practice-based professional development programs and the role of the facilitator
Effects of Online Professional Development on First-Grade Writing Instruction
Investigating meaningful impact in adolescent writing achievement within a high‐stakes testing context
A yearlong, professional development model on genre-based strategy instruction on writing
Guidelines for Effective Professional Development on Writing Instruction
Effects of genre-based writing professional development on K to 2 teachers' confidence and students’ writing quality
Changing How Writing Is Taught
Assessing the Efficacy and Social Validity of CriaTivo , a Curriculum-Based Intervention to Promote Self-Regulation of Writing in Portuguese Elementary Education
Translational Science
Toward Teacher Education Research That Informs Policy
Teachers’ Voices
Effects of teaching planning strategies to first-grade writers
Informed and Uninformed Naïve Assessment Constructors' Strategies for Item Selection
The New Meaning of Educational Change
A meta-analysis of writing instruction for adolescent students.
The Evolution of Discipline Practices
Teaching Writing to Elementary Students in Grades 4–6
Collaboration and self-regulation in teachers’ professional development
Professional Development and Teacher Learning
Improving the Writing, Knowledge, and Motivation of Struggling Young Writers
What Makes Professional Development Effective? Results From a National Sample of Teachers
The Impact of Professional Development and Coaching on Early Language and Literacy Instructional Practices
Improving Impact Studies of Teachers' Professional Development
Back to the Future
Doing More With Less
"Re-Culturing" Teacher Education
The Work of Teaching and the Challenge for Teacher Education
Content Knowledge for Teaching
| Unique citing works | 25 |
|---|---|
| Citations per year | 2,08 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 24 |