This study reports year 1 findings from a multi-site cluster randomized controlled trial of a cognitive strategies approach to teaching text-based analytical writing for mainstreamed Latino English Language learners (ELLs) in 9 middle schools and 6 high schools. 103 English teachers were stratified by school and grade and then randomly assigned to the Pathway Project professional development intervention or control group. The Pathway Project trains teachers to use a pretest on-demand writing assessment to improve text-based analytical writing instruction for mainstreamed Latino ELLs who are able to participate in regular English classes. The intervention draws on well documented instructional frameworks for teaching mainstreamed ELLs. Such frameworks emphasize the merits of a cognitive strategies approach that supports these learners' English language development. Pathway teachers participated in 46 hours of training and learned how to apply cognitive strategies by using an on-demand writing assessment to help students understand, interpret, and write analytical essays about literature. Multilevel models revealed significant effects on an on-demand writing assessment (d = .35) and the California Standards Test in English Language Arts (d = .07).

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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 learners understand, interpret, and write analytical essays. In Year 2, treatment effects were replicated on an on-demand writing assessment (d = .67) and showed evidence of transfer to improved performance on a standardized writing test (d = .10). The results underscore the efficacy of a cognitive strategies reading/writing intervention for mainstreamed English learners (ELs) in the secondary grades.

Major Depressive Disorder (MDD) and Posttraumatic Stress Disorder (PTSD) are highly prevalent illnesses, but the literature suggests they are under-detected and suboptimally managed by primary care practitioners (PCPs). In this paper, we propose and use an evaluation method, using digitally simulated patients (avatars) to evaluate the diagnostic and therapeutic reasoning of PCPs and compared it to the traditional use of paper-based cases. Verbal (think-aloud) protocols were captured in the context of a diagnostic and therapeutic reasoning task. Propositional and semantic representational analysis of simulation data during evaluation, showed specific deficiencies in PCP reasoning, suggesting a promise of this technology in training and evaluation in mental health. Avatars are flexible and easily modifiable and are also a cost-effective and easy-to-disseminate educational tool.

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 strategy instruction to enhance students' academic literacy, the intervention aimed to help secondary school students, particularly Latinos and mainstreamed English learners, to develop the academic writing skills called for in the rigorous Common Core State Standards for English Language Arts. Two hundred thirty teachers from partner districts affiliated with the NWP sites were stratified by school and grade and then randomly assigned to the treatment or control group. Treatment teachers participated in 46 hrs of training and learned how to apply cognitive strategies by using an on-demand writing assessment to help students understand, interpret, and write analytical essays about nonfiction texts. Multilevel models revealed significant effects on a holistic measure of an on-demand writing assessment (d ϭ .32) as well as on 4 analytic attributes: content (d ϭ .31), structure (d ϭ .29), fluency (d ϭ .27), and conventions (d ϭ .32). Four dimensions of scaling up-spread, reform ownership, depth, and sustainability-are also discussed.

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