Educator perceptions of a schoolwide writing intervention implementation: Implications for practice

Smith, Heather Haynes; Crim, Courtney; Bos, Samantha

doi:10.1080/1045988x.2018.1456401

Cited by 2 publications

(2 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As can be seen in Table 4, the best descriptor for figure classification is shape signature: with the Adam optimiser and a structure of (16,8,4) neurons in the hidden layers of the MLP, it obtains 98% accuracy. Shape signature was also the best descriptor for the task of assigning an achievement indicator: as shown in Table 5, it obtains 75% accuracy with the Adam optimiser and a structure of (12,6,4) neurons in the hidden layers.…”

Section: )mentioning

confidence: 97%

“…The challenges faced by children with disabilities were assessed by Smith et al [6], by means of a study that investigated teacher perceptions of a 4-year, schoolwide, K-12 implementation of strategic instruction model (SIM) learning strategies addressing written expression. By means of surveys and semistructured interviews, they provided guidance to inform change and implementation practices in providing targeted intervention in writing to address K-12 goals for students with various learning differences.…”

Section: Related Workmentioning

confidence: 99%

See 1 more Smart Citation

Design, Implementation and Evaluation of a Support System for Educators and Therapists to Rate the Acquisition of Pre-Writing Skills

et al. 2021

View full text Add to dashboard Cite

Assessing the acquisition of pre-writing skills in children with and without special educational needs is a time-consuming task for educators and therapists. It also involves a level of subjectivity, because the same set of strokes may receive different scores from different professionals. We present a system that automates the task by rating the execution of elementary figures (circle, square and triangle) according to the criteria of the Battelle guide for fine motor skills rating. The system uses a neural network trained with a collection of images drawn by 300 children and optimized through a systematic scan of hyperparameters, which revealed that shape signatures are better descriptors than Hu moments. Experiments carried out in collaboration with educators and therapists in Cuenca (Ecuador) provide evidence that the proposed system facilitates their work, automatically providing reliable assessments and in much shorter time than they would need for manual assessment, thus freeing their valuable time for education and therapy tasks.

show abstract

Section: )mentioning

confidence: 97%

Section: Related Workmentioning

confidence: 99%

Design, Implementation and Evaluation of a Support System for Educators and Therapists to Rate the Acquisition of Pre-Writing Skills

et al. 2021

View full text Add to dashboard Cite

show abstract

Administrator Perspectives on Writing Instructional Practices for Students With Complex Learning Needs

Sturm¹,

Asaro-Saddler

Nitzel

2019

Topics in Language Disorders

View full text Add to dashboard Cite

The adoption of national literacy standards has resulted in writing becoming a priority for students with complex learning needs (CLN). Given extrinsic (school-based) and intrinsic (student-based) barriers, there is a need to understand how educational systems can provide innovative research- and standards-based writing instruction for these students. The creation of new educational standards and expectations, however, does not result in rapid and immediate change in how instruction occurs for these students. The purpose of this pilot study was to collect data concerning the knowledge, attitudes, and observed barriers toward writing instruction for students with CLN as perceived by educational administrators. Method: This preliminary study was anchored in the field of implementation science to better understand readiness, adoption, and sustainability of innovative writing instructional practices for students with CLN. Administrator perceptions were obtained through didactic interviews, and a qualitative research design was used to understand themes from the data. Results: Results showed that a central challenge across educators is a lack of awareness that change in instructional practice is needed, as well as a perception that these students are not capable of becoming writers. Educational administrators also identified factors that increase positive outcomes when implementing writing instruction for students with CLN. Conclusions: To effectively implement writing instruction for students with CLN, educational administrators will need to consider barriers that impact readiness, adoption, and sustainability and develop systematic solutions that increase overall success.

show abstract

Educator perceptions of a schoolwide writing intervention implementation: Implications for practice

Cited by 2 publications

References 21 publications

Design, Implementation and Evaluation of a Support System for Educators and Therapists to Rate the Acquisition of Pre-Writing Skills

Design, Implementation and Evaluation of a Support System for Educators and Therapists to Rate the Acquisition of Pre-Writing Skills

Administrator Perspectives on Writing Instructional Practices for Students With Complex Learning Needs

Contact Info

Product

Resources

About