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Using Multivariate Statistics

Basics of qualitative research: Grounded theory procedures and techniques

Principles and Practice of Structural Equation Modeling (2nd ed.)

25. Multiple Imputation for Nonresponse in Surveys. By D. B. Rubin. ISBN 0 471 08705 X. Wiley, Chichester, 1987. 258 pp. £30.25.

Multiple Imputation for Nonresponse in Surveys

Self-regulated learning (SRL) is a pivot upon which students’ achievement turns. We explain how feedback is inherent in and a prime determiner of processes that constitute SRL, and review areas of research that elaborate contemporary models of how feedback functions in learning. Specifically, we begin by synthesizing a model of self-regulation based on contemporary educational and psychological literatures. Then we use that model as a structure for analyzing the cognitive processes involved in self-regulation, and for interpreting and integrating findings from disparate research traditions. We propose an elaborated model of SRL that can embrace these research findings and that spotlights the cognitive operation of monitoring as the hub of self-regulated cognitive engagement. The model is then used to reexamine (a) recent research on how feedback affects cognitive engagement with tasks and (b) the relation among forms of engagement and achievement. We conclude with a proposal that research on feedback and ...

Feedback and Self-Regulated Learning: A Theoretical Synthesis

MacArthur, Graham, Fitzgerald, Introduction. Part I: Theories and Models of Writing. Nystrand, The Social and Historical Context for Writing Research. Hayes, New Directions in Writing Theory. Rijlaarsdam, van den Bergh, Writing Process Theory: A Functional Dynamic Approach. Prior, A Sociocultural Theory of Writing. Torrance, Galbraith, The Processing Demands of Writing. Part II: Writing Development. Tolchinsky, The Emergence of Writing. Berninger, Winn, Implications of Advancements in Brain Research and Technology for Writing Development, Writing Instruction, and Educational Evolution. McCutchen, Cognitive Factors in the Development of Children's Writing. Donovan, Smolkin, Children's Understanding of Genre and Writing Development. Hidi, Boscolo, Motivation and Writing. Pajares, Valiante, Self-Efficacy Beliefs and Motivation in Writing Development. Shanahan, Relations among Oral Language, Reading, and Writing Development. Part III: Instructional Models and Approaches. Graham, Strategy Instruction and the Teaching of Writing: A Meta-Analysis. Englert, Mariage, Dunsmore, Tenets of Sociocultural Theory in Writing Instruction Research. Beach, Friedrich, Response to Writing. Newell, Writing to Learn: How Alternative Theories of School Writing Account for Student Performance. MacArthur, The Effects of New Technologies on Writing and Writing Processes. Smith, Cheville, Hillocks Jr., "I Guess I'd Better Watch My English": Grammars and the Teaching of the English Language Arts. Pritchard, Honeycutt, The Process Approach to Writing Instruction: Examining Its Effectiveness. Part IV: Writing and Special Populations. Ball, Teaching Writing in Culturally Diverse Classrooms. Peterson, Influence of Gender on Writing Development. Troia, Writing Instruction for Students with Learning Disabilities. Fitzgerald, Multilingual Writing in Preschool through Twelfth Grade: The Last 15 Years. Part V: Methodology and Analytic Tools. Schultz, Qualitative Research on Writing. Abbott, Amtmann, Munson, Statistical Analysis for Field Experiments and Longitudinal Data In Writing Research. Sanders, Schilperoord, Text Structure as a Window on the Cognition of Writing: How Text Analysis Provides Insights in Writing Products and Writing Processes. Shermis, Burstein, Leacock, Applications of Computers in Assessment and Analysis of Writing. Huot, Neal, Writing Assessment: A Technohistory. Pugh, Frost, Sandak, Gillis, Moore, Jenner, Mencl, What does Reading have to Tell us about Writing?: Preliminary Questions and Methodological Challenges in Examining the Neurobiological Foundations of Writing and Writing Disabilities.

Handbook of Writing Research

Student revision with peer and expert reviewing

The purpose of this study was to investigate how different methods of text production affect the writing processes and products of LD students. Eleven fifth and sixth grade LD students, selected for their experience with word processing, composed and revised stories using handwriting, dictation, and word processing. Dictated stories were significantly longer, were of higher quality, and had fewer grammatical errors than handwritten or word processed stories. The handwritten and word processed stories did not differ on any of the product measures, including length, quality, story structure, mechanical or grammatical errors, vocabulary, or mean T-unit length. However, differences between handwriting and word processing were found on the process measures of composing rate and revisions. Implications for writing in struction with LD students are discussed.

Learning Disabled Students' Composing Under Three Methods of Text Production: Handwriting, Word Processing, and Dictation

Twenty-nine seventh- and eighth-grade (21 males and 8 females) and 10 fourth- and fifth-grade (7 males and 3 females) students with learning disabilities, as well as 18 seventh- and eighth-grade (14 males and 4 females) and 11 fourth- and fifth-grade (7 males and 4 females) normally achieving students, were administered an interview designed to assess their knowledge of writing and the composing process, attitude toward writing, and self-efficacy as a writer Students with learning disabilities were found to have less mature conceptualizations of writing than their normally achieving counterparts Furthermore, while students with learning disabilities were generally positive about writing, they viewed it less favorably than their regular classmates Finally, there were no differences between the two groups of students in their evaluations of their competence in either writing or carrying out the processes underlying effective composing

Knowledge of Writing and the Composing Process, Attitude Toward Writing, and Self-Efficacy for Students With and Without Learning Disabilities

This article reviews our research program in written language, including examinations of what and how students with LD write. The evidence indicates that these students' writing difficulties stem, in part, from problems with basic text production skills, scant knowledge about writing, and difficulties with planning and revising text. In other studies, we have evaluated the effectiveness of instructional procedures for addressing one or more of these difficulties, including strategy instruction, procedural facilitation, word processing, basic skills instruction, and the process approach to writing. Our research in each of these areas is reviewed and recommendations for future research are provided.

Charles A. MacArthur

Papers

Handbook of Writing Research

Student revision with peer and expert reviewing

Learning Disabled Students' Composing Under Three Methods of Text Production: Handwriting, Word Processing, and Dictation

Knowledge of Writing and the Composing Process, Attitude Toward Writing, and Self-Efficacy for Students With and Without Learning Disabilities

Writing and Writing Instruction for Students with Learning Disabilities: Review of a Research Program: