Illuminating growth and struggles using mixed methods: Practice-based professional development and coaching for differentiating SRSD instruction in writing

SRSD in Writing and Professional Development for Teachers: Practice and Promise for Elementary and Middle School Students with Learning Disabilities

“…The facilitator met with the teacher (immediately, when possible) after each observed lesson, addressed any concerns, and answered questions. During teacher observations, the facilitator followed the sequence of instruction, using the same checklist as the teacher (Harris et al., ; Harris et al., ; McKeown et al., ).…”

“…() developed a measure on which a rater (blind to the purpose of the study) rated teachers from 1 (not evident) to 5 (well done) on how well they engaged students in discussion (and how well students contributed to those discussions), adjusted their questions and answers to students, prepared for the lesson and made transitions during the lesson, and paced the lesson; the average rating across all teachers was 4.80. On social validity measures, teachers indicated that they would provide SRSD instruction to all students in their classrooms and would continue to use SRSD for writing instruction in upcoming school years (Festas et al., ; Harris et al., ; Harris et al., ; McKeown et al., ). Across all studies, teachers also responded positively about the appropriateness of PBPD for SRSD for teaching them to use SRSD.…”

“…Student, teacher, and peer talk are also critical components of SRSD. Throughout SRSD instruction, students discuss their goals, share and reflect on their progress, and participate in collaborative writing experiences with teachers and peers (Harris & Graham, in press;McKeown et al, 2016). SRSD instruction is guided by six flexible and recursive stages (see Table 1) during which students learn (a) general strategies for powerful writing (e.g., consider topic, audience, and purpose; use effective openings, vocabulary, and endings); (b) strategies for writing in the target genre (e.g., narrative, persuasive/argumentative, expository); and (c) the knowledge necessary (e.g., background knowledge, vocabulary) to use these strategies Harris & Graham, in press;McKeown et al, 2017).…”

“…Harris and colleagues (Festas et al, 2015;Harris et al, 2012;Harris et al, 2015;McKeown et al, 2016;McKeown et al, 2017) have examined PBPD for SRSD in five published studies and continue to study its impacts. In each of these studies, PBPD for SRSD was recursive and highly interactive, with professional learning occurring at a pace to meet teachers' needs (Harris et al, 2012).…”

“…The facilitator met with the teacher (immediately, when possible) after each observed lesson, addressed any concerns, and answered questions. During teacher observations, the facilitator followed the sequence of instruction, using the same checklist as the teacher (Harris et al, 2012;Harris et al, 2015;McKeown et al, 2016). McKeown et al (2016) developed a protocol for using observation and fidelity checklists to provide constructive feedback and to problem solve with teachers.…”