Self-Regulated Strategy Development in Writing: Policy Implications of an Evidence-Based Practice
11 Jan 2016-Policy insights from the behavioral and brain sciences (SAGE Publications)-Vol. 3, Iss: 1, pp 77-84
TL;DR: In this paper, the authors present evidence-based practices such as Self-Regulated Strategy Development (SRSD) for writing, and their potential policy implications follow from SRSD research in the areas of evidencebased practices, teacher development, curriculum development and reform.
Abstract: U.S. students are not performing well in writing, both typically achieving students and students with learning disabilities (LD). Factors that impact learning to write include the complexity of writing and learning to write, challenges in developing effective writing instruction, teacher preparation for teaching writing, and instructional models in use in today’s schools. These factors have influenced the development of Self-Regulated Strategy Development (SRSD) for writing, and its scientific evidence base. Potential policy implications follow from SRSD research in the areas of evidence-based practices, teacher development, curriculum development and reform, and research. For evidence-based practices such as SRSD to transform education, as they have medicine, effective partnerships between policymakers and education stakeholders, our students, and our schools are critical.
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01 Jan 2016
TL;DR: As you may know, people have search numerous times for their chosen novels like this genre an introduction to history theory research and pedagogy, but end up in infectious downloads.
Abstract: Thank you for reading genre an introduction to history theory research and pedagogy. As you may know, people have search numerous times for their chosen novels like this genre an introduction to history theory research and pedagogy, but end up in infectious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they juggled with some harmful bugs inside their laptop.
141 citations
TL;DR: In this paper, a mixed methods study, qualitative, quantitative, and single-case methods were combined to provide a comprehensive investigation of teacher and student outcomes following practice-based professional development (PBPD) for self-regulated strategy development (SRSD) in writing.
Abstract: In this mixed methods study, qualitative, quantitative, and single-case methods were combined to provide a comprehensive investigation of teacher and student outcomes following practice-based professional development (PBPD) for self-regulated strategy development (SRSD) in writing. Qualitative observations were used to determine outcomes among the three-fourth grade teachers involved, a nested quantitative model was used to analyze classwide student writing outcomes across 53 students in the three classes, and single case design was used to determine differential outcomes among randomly selected struggling and average writers in each class. PBPD was followed by coaching for differentiation based on student performance and fidelity as teachers taught their students strategies for writing timed imaginary stories (with self as main character), as required by the state writing test. Qualitative results indicated two teachers did not differentiate writing instruction without coaching; one teacher was unresponsive to coaching and did not differentiate instruction. Classwide analysis demonstrated significant growth in writing at the class level for students from baseline to posttesting. Single case design results indicated mixed outcomes among struggling and average writers and instances where instruction was not effective. Teachers indicated high social validity for PBPD and for SRSD; students indicated high social validity for SRSD. Results across the multiple methods illuminate growth and struggles often disguised in group data and are addressed to aid in understanding and enhancing PBPD as well as instruction in SRSD and other evidence-based practices. Limitations and future research directions are discussed.
57 citations
TL;DR: Despite the early emergence of oral argumentation, written argumentation is slow to develop, insensitive to alternative perspectives, and generally of poor quality as mentioned in this paper, which is unsettling because high quality argumentative writing is expected throughout the curriculum and needed in an increasingly competitive workplace that requires advanced communication skills.
Abstract: Despite the early emergence of oral argumentation, written argumentation is slow to develop, insensitive to alternative perspectives, and generally of poor quality. These findings are unsettling because high quality argumentative writing is expected throughout the curriculum and needed in an increasingly competitive workplace that requires advanced communication skills. In this introduction, we provide background about the theoretical perspectives that inform the papers included in this special issue and highlight their contributions to the extant literature about argumentative writing.
49 citations
TL;DR: This paper examined the effects of teacher implementation of self-regulated strategy development (SRSD) instruction or traditional writing instruction, combined with an Automated Writing Evaluation (AWE) system called NC Write, on students' argumentative writing performance.
Abstract: This study examined the effects of teacher implementation of (1) Self-Regulated Strategy Development (SRSD) instruction or (2) traditional writing instruction, combined with an Automated Writing Evaluation (AWE) system called NC Write, on students’ argumentative writing performance. The SRSD model was adapted to a lower-intensity format with the goal of supporting teacher implementation and reducing professional development. This study is the first to examine the effectiveness of an intervention that combined SRSD for writing with an AWE system. Middle school students (N = 829) participated in one of three conditions: NC Write + SRSD instruction, NC Write + traditional writing instruction, or a comparison condition. Results of multilevel models showed that students in the NC Write + traditional writing instruction condition produced higher-quality essays than comparison students at posttest. Students in the NC Write + SRSD instruction condition produced posttest essays that were of a higher quality, longer, and included more basic elements of argumentative essays than students in the other two conditions. Social validity data from surveys and interviews showed that students and teachers rated NC Write and SRSD instruction favorably. Overall study results suggest that incorporating AWE into a program of writing instruction supports improvements in students’ writing quality. Findings provide initial evidence that when supported by AWE, SRSD may be implemented by teachers at a lower than normal treatment intensity and still have a strong, positive impact on students’ writing quality.
46 citations
46 citations
References
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01 Jan 2006
TL;DR: In 2006, The Conference Board, Corporate Voices for Working Families, the Partnership for 21st Century Skills, and the Society for Human Resource Management conducted an in-depth study of the corporate perspective on the readiness of new entrants into the US workforce by level of educational attainment as mentioned in this paper.
Abstract: In collaboration, The Conference Board, Corporate Voices for Working Families, the Partnership for 21st Century Skills, and the Society for Human Resource Management conducted an in-depth study of the corporate perspective on the readiness of new entrants into the US workforce by level of educational attainment. The study includes results from both an in-depth survey conducted during April and May 2006 and interviews with a sampling of a dozen [human resources] HR and other senior executives. In addition, a Workforce Readiness Report Card is presented to provide an accessible snapshot of the basic knowledge and applied skills that are either 'deficient' or 'excellent' in those areas that employer respondents rate as 'very important'. This research defines workforce readiness by asking employer respondents: (1) whether or not the skill levels that new entrants are currently bringing to their jobs are deemed 'excellent', 'adequate', or 'deficient'; (2) what basic knowledge and applied skills they consider 'very important', 'important , or 'not important' (basic knowledge refers to the academic subjects and skills acquired in school, and applied skills refer to those that enable new entrants to use what they learned in school to perform in the workplace; (3) how the importance of these skills may change over the next five years; (4) what emerging content areas are considered 'most critical' over the next five years; and (5) what are the nature and costs of remedial training or initiatives, if basic skills are lacking. The data are typically presented throughout the report separately for high school, two-year college/technical school, and four-year college levels.
734 citations
01 Jan 2007
TL;DR: Graham Perin's research has focused primarily on identifying the factors that contribute to the development of writing difficulties; the development and validation of effective procedures for teaching planning, revising, and the mechanics of writing to struggling writers; and the use of technol-University.
679 citations
"Self-Regulated Strategy Development..." refers background in this paper
...…Center on Intensive Interventions and was identified as having the strongest impact of any writing instruction approach in Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools, commissioned by the Carnegie Corporation (2007; cf. Graham & Perin, 2007)....
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...Lack of competence in writing puts students at risk for school failure, and the consequences extend beyond the school years (Graham & Perin, 2007)....
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TL;DR: In this paper, a meta-analysis of 48 school-based writing-to-learn programs showed that writing can have a small, positive impact on conventional measures of academic achievement.
Abstract: Since the early 1970s, many educators have touted writing as a means of enhancing learning. Several reasons have been suggested for this purported enhancement: that writing is a form of learning, that writing approximates human speech, that writing supports learning strategies. Alternatively, some researchers have cautioned that the educative effects of writing may be contingent on the contexts in which it occurs. The research on writing’s effects on learning is ambiguous. This meta-analysis of 48 school-based writing-to-learn programs shows that writing can have a small, positive impact on conventional measures of academic achievement. Two factors predicted enhanced effects: the use of metacognitive prompts and increased treatment length. Two factors predicted reduced effects: implementation in Grades 6–8 and longer writing assignments
649 citations
15 Jun 2009
TL;DR: A Growing Sense of "Agency", Douglas J. Hacker, John Dunlosky, and Arthur C. Graesser explore the role of Metacognition in understanding and supporting Reading Comprehension to Primary Students.
Abstract: Foreword, Robert J. Sternberg Chapter 1. A Growing Sense of "Agency," Douglas J. Hacker, John Dunlosky, and Arthur C. Graesser Part I: Comprehension Strategies Chapter 2. The Role of Metacognition in Understanding and Supporting Reading Comprehension, Margaret G. McKeown and Isabel L. Beck Chapter 3. The Role of Metacognition in Teaching Reading Comprehension to Primary Students, Joanna P. Williams and J. Grant Atkins Part II: Metacognitive Strategies Chapter 4. Question Generation and Anomaly Detection in Texts, Jose Otero Chapter 5. Self-Explanation and Metacognition: The Dynamics of Reading, Danielle S. McNamara and Joseph P. Magliano Part III: Metacomprehension Chapter 6. Metacognitive Monitoring During and After Reading, Keith W. Thiede, Thomas D. Griffin, Jennifer Wiley, and Joshua Redford Chapter 7. The Importance of Knowing What You Know: A Knowledge Monitoring Framework for Studying Metacognition in Education, Sigmund Tobias and Howard T. Everson Part IV: Writing Chapter 8. Metacognition and Children's Writing, Karen R. Harris, Steve Graham, Mary Brindle, and Karin Sandmel Chapter 9. Writing is Applied Metacognition , Douglas J. Hacker, Matt C. Keener, and John C. Kircher Part V: Science and Mathematics Chapter 10. The Interplay of Scientific Inquiry and Metacognition: More than a Marriage of Convenience, Barbara White, John Frederiksen, and Allan Collins Chapter 11. The Enigma of Mathematical Learning Disabilities: Metacognition or STICORDI, That's the Question, Annemie Desoete Part VI: Individual Differences Chapter 12. Context Matters: Gender and Cross-Cultural Differences in Confidence, Mary Lundeberg and Lindsey Mohan Chapter 13. Teachers as Metacognitive Professionals, Gerald G. Duffy, Samuel Miller, Seth Parsons, and Michael Meloth Part VII: Self-Regulated Learning Chapter 14. Supporting Self-Regulated Learning with Cognitive Tools, Philip H. Winne and John C. Nesbit Chapter 15. Effective Implementation of Metacognition, Michael J. Serra and Janet Metcalfe Chapter 16. Self-Regulation: Where Metacognition and Motivation Intersect, Barry J. Zimmerman and Adam R. Moylan Part VIII: Technology Chapter 17. Self-Regulated Learning with Hypermedia, Roger Azevedo and Amy M. Witherspoon Chapter 18. Interactive Metacognition: Monitoring and Regulating a Teachable Agent, Daniel L. Schwartz, Catherine Chase, Doris B. Chin, Marily Oppezzo, Henry Kwong, Sandra Okita, Gautam Biswas, Rod Roscoe, Hogyeong Jeong, and John Wagster Part IX: Tutoring Chapter 19. Meta-Knowledge in Tutoring, Arthur C. Graesser, Sidney D'Mello, and Natalie Person Chapter 20. In Vivo Experiments on Whether Supporting Metacognition in Intelligent Tutoring Systems Yields Robust Learning, Ken Koedinger, Vincent Aleven, Ido Roll, and Ryan Baker Part X: Measurement Chapter 21. Measuring Metacognitive Judgments, Gregory Schraw Chapter 22. Sins Committed in the Name of Ecological Validity: A Call for Representative Design in Education Science, John Dunlosky, Sara Bottiroli, and Marissa Hartwig
577 citations
"Self-Regulated Strategy Development..." refers background in this paper
...With elementary-aged students, 8 to 15 lessons conducted over 4 to 8 weeks is often sufficient to reach initial independent performance and ownership of a set of strategies in a writing genre (cf. Harris et al., 2009)....
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...Teachers use their knowledge of students’ strengths and needs to differentiate both what and how they teach (Harris & Graham, in press; Harris et al., 2009)....
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...These elements and the characteristics of SRSD have developed based on sound research evidence across multiple theories and lines of research, rather than any single theoretical or research perspective (Harris & Graham, 2009, in press; Harris et al., 2009)....
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Journal Article•
506 citations
"Self-Regulated Strategy Development..." refers background in this paper
...•• The National Assessment of Educational Progress (NAEP) data show that writing performance has remained stagnant for decades (National Center for Educational Statistics, Aud et al., 2012)....
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