A portrait of benchmark school: How a school produces high achievement in students who previously failed.

Pressley, Michael; Gaskins, Irene W.; Solic, Katie; Collins, Stephanie Baker

doi:10.1037/0022-0663.98.2.282

Cited by 52 publications

(54 citation statements)

References 71 publications

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“…Highly effective writing teachers recognize that the physical environment of the classroom can facilitate students' writing motivation and development (Pressley et al, 2004(Pressley et al, , 2006. Their class libraries are expansive in both breadth and depth.…”

Section: Physical Environmentmentioning

confidence: 99%

“…Finally, highly effective writing teachers furnish and arrange their classrooms to be conducive to learning (Pressley et al, 2006;. For instance, they ensure that all students have a variety of options for working comfortably, such as at a desk, in a beanbag chair, on a couch, and at a table.…”

Section: Physical Environmentmentioning

confidence: 99%

“…Finally, struggling writers who know that their teachers trust, respect, and care about them are more likely to be engaged, work hard, and persist in the face of difficulty (Alvermann, 2003;Moje & Hinchman, 2004;Pressley et al, 2004Pressley et al, , 2006.…”

Section: Positive and Supportive Climatementioning

confidence: 99%

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Effective Writing Instruction for Students Who Have Writing Difficulties

Santangelo¹,

Olinghouse²

2017

Exceptional

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Writing well is not just an option for young people-it is a necessity. Along with reading comprehension, writing skill is a predictor of academic success and a basic requirement for participation in civic life and in the global economy. Yet every year in the United States large numbers of adolescents graduate from high school unable to write at the basic levels required by colleges or employers.... Because the definition of literacy includes both reading and writing skills, poor writing proficiency should be recognized as an intrinsic part of this national literacy crisis. (Graham & Perin, 2007b, p. 3) As Graham and Perin (2007b) assert, the ability to compose represents a fundamental and essential competency for children and adults alike. Writing is one of the most powerful tools we have for learning and for demonstrating what we know. Therefore, difficulties with writing create significant barriers in education, employment, and other life pursuits (Graham, 2006b).Despite the importance of writing, assessment data indicate that we are not yet highly effective at helping students gain the critical knowledge and skills required for competent narrative, expository, and persuasive prose. For example, according to the 2007 National Assessment of Educational Progress (NAEP), only 33% of eighth graders and 24% of 12th-graders were classified as proficient writers (Salahu-Din, Persky, & Miller, 2008). The NAEP data further documented that students with disabilities are at particularly high risk for writing difficulties, as the percentage of eighth-and 12th-grade students with disabilities classified as "proficient" writers was 6% and 5%, respectively (see , for a review of research related to writing difficulties among students with disabilities).In this article, we offer a synthesis of contemporary qualitative and quantitative research related to one of the most critical elements vis-à-vis improving struggling writers' performance: effective writing instruction. To facilitate understanding and implementation of the findings from what is, ináeed, a substantial body of literature, we have organized our discussion into four overarching recommendations:1. Establish the context for effective writing instruction. 2. Use research-based instructional methods and practices. 3. Teach writing strategies. 4. Teach word-, sentence-, and paragraph-level skills.

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Section: Physical Environmentmentioning

confidence: 99%

Section: Physical Environmentmentioning

confidence: 99%

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Effective Writing Instruction for Students Who Have Writing Difficulties

Santangelo¹,

Olinghouse²

2017

Exceptional

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“…It has been found that 40% -60% students have no active participation in school as they progress from elementary onto middle and then to high school [1] and perceive lack of opportunities [2,3] . Low engagement in learning among students leads to dissatisfaction, negative experience, and rise in drop outs [4][5][6] .…”

mentioning

confidence: 99%

Exploring nursing student engagement in the learning environment for improved learning outcomes

D’Souza

Isac²,

Venkatesaperumal³

et al. 2013

Clinical Nursing Studies

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Background: Nursing students' engagement in the curriculum is important for learning outcomes in undergraduate nursing education.Objective: The aim of this paper is to explore students' engagement processes in cognitive, behavioural and emotional learning in the undergraduate nursing curriculum.Method: An exploratory cross-sectional research design was used to conduct the study in Oman. A standardized validated Student Engagement Questionnaire (SEQ) was used to collect data from 250 nursing students of a public nursing school in 2010.Results: 50% of the students (N=250) had high mean scores in the three engagement domains: Meaningul processes, Participation and Focused attention. Participation mean scores were the highest compared to the Focused attention and Meaningul processes. There was a significant association between cohort, as well as siblings studying in the same university and the 17 engagement subdomains. Conclusions:Nursing students showed higher engagement in the clinical learning environment. Critical and creative thinking, adaptability, ability to solve problems and to manage one's own learning were considered important factors in the cognitive and behavioural learning process. The ability to work with others, communication and interpersonal skills are considered vital for emotional and behavioural learning.Implications: Nursing students should be engaged in student centered and interactive pedagogies for cognitive, emotional and behavioural learning. Nurse educators should integrate active and collaborative learning strategies in teaching.

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“…This approach is aligned with the well-known importance of involving parents to support their child's development across diverse areas, such as school belonging, engagement with learning, and academic achievement (Adi, Killoran, Janmohamend, & Stewart-Brown, 2007;Comer & Haynes, 1991;Epstein, 1987;Grolnick, Benjet, Kurowski, & Apostoleris, 1997;Pressley, Gaskins, Solic, & Collins, 2006;Shucksmith, Summerbell, Jones, & Whittaker, 2007). As noted by Weare (2010, p. 5), good practice in mental health promotion in schools requires "teamwork between the appropriate agencies including parents and students".…”

Section: Examples Of School-based Mental Health Promotion Initiativesmentioning

confidence: 99%

Parents’ Perspectives of School Mental Health Promotion Initiatives are Related to Parents’ Self-Assessed Parenting Capabilities

Askell–Williams

2015

J. Psychol. Couns. Sch.

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A portrait of benchmark school: How a school produces high achievement in students who previously failed.

Cited by 52 publications

References 71 publications

Effective Writing Instruction for Students Who Have Writing Difficulties

Effective Writing Instruction for Students Who Have Writing Difficulties

Exploring nursing student engagement in the learning environment for improved learning outcomes

Parents’ Perspectives of School Mental Health Promotion Initiatives are Related to Parents’ Self-Assessed Parenting Capabilities

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