Urban teachers’ implementation of SRSD for persuasive writing following practice-based professional development: positive effects mediated by compromised fidelity

The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers

“…This work expands the previous study with first graders (Traga Philippakos, 2019 ) to include second graders and the PD format with third to fifth graders (Traga Philippakos, 2020 ) to provide the PD support for instructional delivery fully virtually and without any face-to-face interactions between the researcher and teachers. Research has established that strategy instruction with self-regulation is effective (e.g., McKeown et al, 2019 ), but more studies are needed on PD. The goal of this project was to determine whether a fully online PD could support teachers in implementing strategy instruction with high fidelity.…”

The Effect of Self-Regulated Strategy Development on Persuasive Writing: A Quasi-Experimental Study Among Grade 6 Students in Lebanese Private Schools

“…Similarly, the improved essays quality of the experimental group shown in the present study provides additional evidence on the effectiveness of SRSD regulatory strategies in promoting overall quality of opinion essay in a different educational and cultural context. Literature has supported that the SRSD model is impactful in improving writing quality, which reveals growth in students' writing including enhancing their skills to plan, organize, and generate ideas (Graham et al, 2013;McKeown et al, 2019). The research evidence on the effectiveness of SRSD in improving writing quality support Zimmerman and Risemberg's (1997) theoretical stance which proposed that proficient writing is accomplished by the use of different self-regulatory strategies to manage the writing task and one's cognitive behavior which in turn result in promoted quality of writing.…”

“…The focus of the SRSD instruction centers on explicitly teaching students how to include structural genre elements, set goals, monitor their performance, and use strategies to achieve the writing goals. Thus, the aim of the SRSD instruction is to enhance completeness rather than increase length of the essay (McKeown et al, 2019).…”

Argumentative writing: theory, assessment, and instruction

“…Many of the papers that appear in this special issue draw on the cognitive and sociocultural perspectives to conceptualize, analyze, and interpret their research. Three intervention studies (Harris, Ray, Graham, & Houston, 2018;McKeown et al, 2018;Ray, Graham, & Liu, 2018) were inspired by the Self-Regulated Strategy Development (SRSD) model of writing development (Harris & Graham, 1985, 2009Harris et al, 2011). The SRSD approach is founded on multiple lines of theoretical and empirical inquiry that address the cognitive, social, and motivational dimensions of writing (Harris & Graham, 2016).…”

“…Unfortunately, many classroom teachers are poorly prepared to deliver high quality writing instruction with fidelity (Graham, in press), so there is a relative dearth of information about the effects of teacherled, classroom-based interventions on the quality of students' argumentative writing. McKeown et al (2018) addressed this issue by comparing the writing quality of students in urban schools whose teachers either did or did not receive professional development for SRSD writing instruction. The authors found that the quality of students' argumentative essays was better if their teachers received SRSD professional development despite the fact that procedural fidelity was not always observed.…”