Collaboration Across Departments: The Effects of an Intervention to Improve Preservice Teachers’ Writing

Q4 Social Sciences

Educational Practice & Theory Pub Date : 2023-05-01 DOI:10.7459/ept/45.1.02

S. Curcic, Rachel E. Johnson, Lori A. Wolff, S. Platt

引用次数: 0

Abstract

This study examines the impact of course-based collaboration between an elementary teacher education program and a writing center. Written texts of preservice teachers (n=141) were analyzed to establish the most frequent errors/problems in their writing. Based on the first analysis, the researchers designed and implemented an intervention focused on language usage, content, and coherence. The intervention group (n=41) significantly outperformed the control group (n=41) after a single intervention session, with large effect sizes for language usage and content, and a medium to large effect size for coherence.

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跨部门合作：提高教师写作水平的干预效果

本研究考察了小学教师教育项目和写作中心之间基于课程的合作的影响。对职前教师（n=141）的书面文本进行分析，以确定他们写作中最常见的错误/问题。在第一次分析的基础上，研究人员设计并实施了一项干预措施，重点关注语言使用、内容和连贯性。在一次干预会话后，干预组（n=41）的表现显著优于对照组（n=四十一），语言使用和内容的效果大小较大，连贯性的效果大小中等至较大。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Practice & Theory Social Sciences-Education

CiteScore

0.40

自引率

0.00%

发文量

期刊介绍： Educational Practice and Theory in its 40th year of publication continues as an important independent forum for original ideas in education research relevant to aspects of education including K-12 schools, education reforms, teaching methods and educational leadership. Educational Practice and Theory is: -a refereed journal with a distinguished panel of consulting editors; -comparative in focus; -innovative, path-finding and provocative; -diverse with reports on a wide range of countries and themes, and -applied and theoretical.