What Works in Writing With Peer Response? A Review of Intervention Studies With Children and Adolescents

Hoogeveen, Mariëtte; Gelderen, Amos van

doi:10.1007/s10648-013-9229-z

Cited by 23 publications

(12 citation statements)

References 55 publications

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“…Its dual nature makes formative peer assessment a cognitively quite demanding learning task (Van Gennip, Segers, & Tillema, 2009; Van Zundert, Könings, Sluijsmans, & Van Merriënboer, 2012). Instructional scaffolds for formative peer assessment therefore aim to support students in acquiring and consolidating knowledge and skills while tackling the combined demands of the core and the assessment task (Hoogeveen & Van Gelderen, 2013;Van Zundert et al, 2010).…”

Section: Instructional Scaffolds For Supporting Learning From Formatimentioning

confidence: 99%

“…Instructional scaffolds are thus an interesting factor from the perspective of the instructor / practitioner, and have also become a recent focus in research on peer assessment (Hoogeveen & Van Gelderen, 2013;Van Zundert, Sluijsmans, & Van Merriënboer, 2010). Indeed, all eight contributions to this special issue, even those that also explore learner or domain and task characteristics, employ instructional scaffolds for fostering learning from formative peer assessment.…”

Section: Instructional Scaffolds For Supporting Learning From Formatimentioning

confidence: 99%

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Instructional scaffolds for learning from formative peer assessment: effects of core task, peer feedback, and dialogue

Deiglmayr

2017

Eur J Psychol Educ

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Current research themes (computer-supported) collaborative learning; cognitive and communicative processes in knowledge co-construction; development, assessment, and training of scientific thinking skills; teacher education; cognitive, social, and motivational resources in Higher Education Most relevant publications Deiglmayr, A., & Schalk, L. (2015). Weak versus strong knowledge interdependence: A comparison of two rationales for distributing information among learners in collaborative learning settings.

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Section: Instructional Scaffolds For Supporting Learning From Formatimentioning

confidence: 99%

Section: Instructional Scaffolds For Supporting Learning From Formatimentioning

confidence: 99%

Instructional scaffolds for learning from formative peer assessment: effects of core task, peer feedback, and dialogue

Deiglmayr

2017

Eur J Psychol Educ

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“…Beyond this overall conclusion, the following themes were found to be notable: A cluster of early writing studies focused on describing educators' instructional practices related to writing, but rather than addressing particular topics or angles related to instructional practices, the studies covered a wide range: e.g. a “collaborative writing approach employing a wiki to address the typical weaknesses of young Singaporean Chinese students learning Chinese as second language in Chinese writing” (Wong et al., 2011); the writing behaviours of grade 1 children using word processors (Van Leeuwen and Gabriel, 2007); impact of a “sentence creation intervention” on a young writer with Noonan Syndrome (Asaro-Saddler et al., 2014); the “use of interactive whiteboard technology and interactive talking books in whole-class writing lessons” (Martin, 2007); a review of the use of peer response in writing instruction (Hoogeveen and Gelderen, 2013). Six studies (24%) focused on teachers as subjects, considering teacher practices in ways that related especially to issues of PD for improved early writing instruction.…”

Section: Resultsmentioning

confidence: 99%

Early literacy research, 2006–2015: A decade of measured progress

Teale

Whittingham

Hoffman

2018

Journal of Early Childhood Literacy

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This review examines patterns found in early (preschool-grade 3) literacy research appearing in English-language publications during the period from 2006 through 2015. It focuses on studies related to early literacy learning and teaching in home and school/school-like environments. The review sought to answer two questions: (1) What has early literacy research focused on over the past decade? and (2) What has that body of research contributed to our enhanced understanding of early literacy development, teaching, and learning? The results report on patterns of publishing early literacy research found in scholarly journals, topics researched, ages of children researched, characteristics of the populations researched, and designs used in early literacy research. In addition, qualitative analyses report on the content and trends of the research for a sample of studies for each of seven facets of early literacy research: phonics, phonological awareness, reading fluency, vocabulary, reading comprehension, writing, and digital literacies, as well as for the umbrella terms emergent literacy/early literacy/beginning reading. The results found from these analyses are discussed through an historical lens which identified four patterns characterizing early literacy research of 2006–2015: accretion, the influence of "scientifically valid" research, limited response to increasingly diverse student populations, and increased research focus on younger children.

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“…We would hypothesise, based on research on the effectiveness of peer response in teaching writing (see Hoogeveen and van Gelderen, 2013), that some of these measures would address the less enthusiastic response to this activity in our study.…”

Section: Resultsmentioning

confidence: 99%

The Tomato Pip's Story: Creative Narratives as Bridging Cultural and Science Discourses for Indigenous Students

Shortland

Locke

2017

AJIE

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This article reports on what happened when a Rumaki pūtaiao kaiako (Science) teacher at a New Zealand high school trialled the use of creative narratives with her Year-10 students as a way of developing their understanding of the human digestive system. These students were members of the school's Māori immersion unit, and creative narratives were in part utilised as a bridge between science discourse and the cultural knowledges these students brought to their learning. In this case study, students developed ‘Tomato Pip’ narratives through four versions, which told the story of a tomato pip travelling through the human digestive system. Word-count data based on these versions and from a summative test were analysed and correlations found between test scores and three categories of word-count total (total words, total science words and total discrete science words). A discourse analysis of one student's narratives identified two distinct voices in these texts: the personal narrator and the emerging biologist. Questionnaire and focus-group data indicated that the use of creative narratives was both motivational to these students and effective as a bridge into science discourse mastery. It is argued that the findings have implications for disciplinary literacy theory, Indigenous education and science instruction.

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What Works in Writing With Peer Response? A Review of Intervention Studies With Children and Adolescents

Cited by 23 publications

References 55 publications

Instructional scaffolds for learning from formative peer assessment: effects of core task, peer feedback, and dialogue

Instructional scaffolds for learning from formative peer assessment: effects of core task, peer feedback, and dialogue

Early literacy research, 2006–2015: A decade of measured progress

The Tomato Pip's Story: Creative Narratives as Bridging Cultural and Science Discourses for Indigenous Students

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