Practice-based professional development and Self-Regulated Strategy Development for Tier 2, at-risk writers in second grade

Harris, Karen R.; Graham, Steve; Adkins, Mary

doi:10.1016/j.cedpsych.2014.02.003

Cited by 100 publications

(101 citation statements)

References 46 publications

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“…After implementing the SOAR Student Toolkit with their students, about three-fourths of teachers continued to report that the professional development was of high quality in post-implementation surveys. These findings confirm prior research of the need for professional development to be well designed in order to enhance student success (Ertmer et al, 2012), especially for SWLDs (Browder et al, 2012;Harris et al, 2015).…”

Section: Discussionsupporting

confidence: 88%

“…Despite limitations in drawing in-disputable conclusions between teacher preparation and student outcomes, the present study lends additional support to previously reported connections between effective professional development and student knowledge gains (Browder et al, 2012;Harris et al, 2015;Parette et al, 2013;Penuel et al, 2012;Ritzhaupt et al, 2012;Walker et al, 2012). In the current study, students significantly improved pretest to posttest scores on an authentic performance task requiring the use of online research skills.…”

Section: Discussionsupporting

confidence: 86%

“…There is evidence that face-to-face professional development can (a) enhance student outcomes when based on the core features of effective professional development (e.g., Desimone, 2009;Johnson & Fargo, 2010;Penuel, Fishman, Yamaguchi, & Gallagher, 2007), (b) promote teaching with technology in classrooms (e.g., Sadik, 2008), and (c) benefit SWLDs (e.g., Harris, Graham, & Adkins, 2015). The current project's face-to-face professional development model, designed to prepare teachers to instruct students in online research strategies with the SOAR Student Toolkit, was developed using evidence-based principles for well-designed professional development and was grounded in prior research.…”

Section: S-soar Face-to-face Professional Development Modelmentioning

confidence: 99%

“…In addition, students selfreported increases from pre-to post-implementation in their attitudes and behaviors towards learning the content and in their content knowledge. For teachers to make the most of technology for learning, they require professional development that increases knowledge and confidence with using technology, includes insights into how students can assist teachers with using technology, incorporates practice with the technology tools, and offers guidance for creating or joining learning communities (Ertmer et al, 2012) Well-designed professional development is especially important for enhancing learning for SWLDs (Browder et al, 2012;Harris et al, 2015;Wasik & Hindman, 2011). Studies show that professional development for special education is most helpful when it goes beyond curriculum content and also offers teachers information about technology, an understanding of specific disabilities, and knowledge about special education (Berry et al, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

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A Face-to-Face Professional Development Model to Enhance Teaching of Online Research Strategies

Terrazas-Arellanes¹,

Knox²,

Strycker³

et al. 2016

JITE:Research

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To help students navigate the digital environment, teachers not only need access to the right technology tools but they must also engage in pedagogically sound, high-quality professional development. For teachers, quality professional development can mean the difference between merely using technology tools and creating transformative change in the classroom. For students -especially those with learning disabilities (SWLDs) -having well-prepared teachers can mean the difference between passive listening and active learning. This report discusses implementation and impact of a face-to-face professional development model designed to enhance teachers' implementation of a web-based curriculum (the SOAR Student Toolkit) for teaching online research strategies to all students (both general education students and SWLDs) in the middle school classroom. Fifteen teachers and 446 students participated in this study. Data were gathered from three school-based implementations across two academic years. Results indicate that teachers found that the face-to-face professional development was of high quality (100%), the pace and format was appropriate (93%), and sufficient practice and feedback were provided (100%). All teachers said the professional development supported their professional growth in providing differentiated instruction for all students and integrating technology into their instruction. About half of the students agreed or strongly agreed that they were very happy with the use of the SOAR Student Toolkit, found it easy to use, believed it helped them learn online research strategies, and thought it was a good way to teach. Most students said they would use the SOAR Student Toolkit for future research projects at least sometimes. Students who learned the SOAR Student Toolkit from trained teachers improved scores an average of 29.2 percentage points on performance-based assessments, from 31.3% (SD = 22.1) at pretest to 60.5% (SD = 23.0) at posttest-a statistically significant increase (F(df = 1,857) = 468.4, p < .001). Gains for SWLDs were similar to improvements for general education students.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionsupporting

confidence: 86%

Section: S-soar Face-to-face Professional Development Modelmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

A Face-to-Face Professional Development Model to Enhance Teaching of Online Research Strategies

Terrazas-Arellanes¹,

Knox²,

Strycker³

et al. 2016

JITE:Research

View full text Add to dashboard Cite

show abstract

“…One of them might be students themselves. According to Harris, Graham, and Adkins (2015), skilled writing is complex, requiring extensive self-regulation of a flexible, goal-directed, problem-solving activity. Knowledge about writing (including genre knowledge) and strategies for planning and text production are also critical .…”

mentioning

confidence: 99%

Applying Program Theory and Logical Model to Design, Implement, and Evaluate Self-Regulated Strategy Development Program.

Lin¹,

Wu²,

Chu.³

2017

IJAR

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This study aimed to apply Self-Regulated Strategy Development (SRSD) theory and logical model to design, implement, and evaluate SRSD program (SRSDP) in order to learn the impacts of SRSDP on junior high school students" self-regulated learning strategy of writing, writing performance, and learning motivation of writing. The participants consisted of 31 seventh graders. The SRSDP had been implemented for 12 weeks. During the research period, the data were collected through teaching journals, worksheets, teacher"s observation records, focus group interview, and scales of writing learning motivation, writing self-regulated strategy, and writing performance. This study only reported the findings of quantitative results. Quantitative data analysis included descriptive analysis and t-test. The findings of this study confirmed SRSDP had positive influences on students" writing learning including enhancing students" self-regulated learning strategy of writing, writing performance, and learning motivation of writing. Based on the findings, the conclusion and discussion were also made in this study. …………………………………………………………………………………………………….... Introduction:-Writing has been one of focus for Language Art education because the process of writing can cultivate students" various capabilities, including integration, expression, logic, organization, reflection, critical thinking, social cognitions, and appreciation. These capabilities not only contribute to personal daily life and academic performance, but also benefit the development of their careers in the future (Fitzgerald, 2013;). However, due to the complexity and difficulty of writing, many junior high students have negative feelings toward writing, even regard it as boring and stressful. Several studies conducted in Taiwan setting revealed that writing skills ought to be improved in secondary school level (Gao, 2006;Xu & Yang, 2010;Yang, 2006) such as purposive sampling, structure, organization, spelling, formatting, and punctuation. Many factors might contribute to the poor writing. One of them might be students themselves. According to Harris, Graham, and Adkins (2015), skilled writing is complex, requiring extensive self-regulation of a flexible, goal-directed, problem-solving activity. Knowledge about writing (including genre knowledge) and strategies for planning and text production are also critical . If students lack background knowledge about writing, interest, meta-cognition, and motivation, it is impossible to have good writing performance; another factor could come from teachers" teaching. If a teacher cannot apply the appropriate teaching model and strategies for writing, it might be impossible to deliver his/her teaching Corresponding Author:-Su-ching lin. Address:-National changhua university of education; ming-chuan university; yun lin junior high school, taiwan.

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Improving persuasive writing skills of high school students with specific learning disabilities: STOP and DARE strategy

Öğülmüş,

Açıkgöz

2024

Dyslexia

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Writing skills, crucial for various forms of expression, depend on effective planning and self‐regulation. Competent writers emphasise pre‐writing activities and self‐regulation nevertheless students with Specific Learning Disabilities (SLD) often struggle with writing, impacting their academic achievement. This study explored the efficacy of the STOP and DARE strategy, grounded in the Self‐Regulated Strategy Development (SRSD) model, for teaching persuasive writing to four high school students diagnosed with SLD. The study employed a multiple probe across subjects design to assess the impact of STOP and DARE on various persuasive writing skills. The intervention involved rigorous implementation of the strategy over 12–21 sessions, occurring 3 days a week for 80–90 min each day. The results indicated a functional relation between the strategy's implementation and improvements in persuasive essay elements, text length, use of linking words and holistic quality. Moreover, participants expressed a high level of satisfaction with the intervention. Future research could consider investigating functional text elements in addition to basic persuasive text elements. Furthermore, the adaptability of the STOP and DARE strategy to different languages and its applicability in diverse writing types, as well as its effectiveness in varied linguistic and cultural contexts, should be explored.

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Practice-based professional development and Self-Regulated Strategy Development for Tier 2, at-risk writers in second grade

Cited by 100 publications

References 46 publications

A Face-to-Face Professional Development Model to Enhance Teaching of Online Research Strategies

A Face-to-Face Professional Development Model to Enhance Teaching of Online Research Strategies

Applying Program Theory and Logical Model to Design, Implement, and Evaluate Self-Regulated Strategy Development Program.

Improving persuasive writing skills of high school students with specific learning disabilities: STOP and DARE strategy

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