Professional development for evidence-based SRSD writing instruction: Elevating fourth grade outcomes

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology Pub Date : 2023-04-01 DOI:10.1016/j.cedpsych.2023.102152

Debra McKeown , Kay Wijekumar , Julie Owens , Karen Harris , Steve Graham , Puiwa Lei , Erin FitzPatrick

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引用次数: 1

Abstract

Writing is a critical skill for success in all areas of life, but it is one of the least taught skills in school. Teachers consistently report being unprepared to teach writing. In this study, set in a Southern U.S. boomtown, teachers received two days of practice-based professional development for a ten-week implementation of self-regulated strategy development (SRSD), an evidence-based writing intervention, to support student persuasive and informational writing as well as performance on the state standardized writing exam. This multi-site cluster randomized controlled study evaluated the effectiveness of SRSD on student writing outcomes including prompt adherence, elements, and holistic quality. Multilevel modeling analysis was used to evaluate data from 418 fourth -grade students (256 treatment, 162 control) nested across 33 classes (n = 17 treatment taught by 8 departmentalized teachers; 16 control, 9 departmentalized teachers) within 11 schools randomly assigned to condition. Teachers implemented SRSD with high fidelity (M = 92%; range 91–100%). SRSD had a statistically significant and large effect on prompt adherence (p < .001; Hedges’ g = 1.87), elements (p < .001; Hedges’ g = 0.84) and holistic scores (p < .001; Hedges’ g = 0.87), while holding gender and pretest scores constant. Effects of SRSD on all writing measures were not significantly moderated by students’ gender, students’ pretest scores, or schools’ pretest scores. There were complications with teacher observations, especially related to technology. Limitations and future directions are discussed.

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基于证据的SRSD写作指导的专业发展:提高四年级成绩

写作是在生活的各个领域取得成功的关键技能，但它是学校里教得最少的技能之一。老师们总是报告说，他们对写作教学毫无准备。在这项以美国南部一个新兴城市为背景的研究中，教师们接受了为期两天的基于实践的专业发展，为期十周的自我调节策略发展（SRSD）实施，这是一种基于证据的写作干预措施，以支持学生的说服力和信息写作以及在州标准化写作考试中的表现。这项多站点集群随机对照研究评估了SRSD对学生写作结果的有效性，包括及时坚持、要素和整体质量。采用多层次建模分析对418名四年级学生（256名治疗组，162名对照组）的数据进行了评估，这些学生分布在随机分配给条件的11所学校的33个班级（n=17名治疗组由8名部门教师教授；16名对照组，9名部门教师）。教师以高保真度实施SRSD（M=92%；范围91-100%）。SRSD对即时依从性（p<；.001；Hedges的g=1.87）、要素（p<；.001；赫奇斯的g=0.84）和整体得分（p&lgt；.001；赫奇斯的g=0.87）具有统计学上显著和巨大的影响，同时保持性别和预测试得分不变。SRSD对所有写作测量的影响并没有受到学生性别、学生预测成绩或学校预测成绩的显著调节。教师的观察也很复杂，尤其是与技术有关的观察。讨论了局限性和未来的发展方向。

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

Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

16.50

自引率

3.90%

发文量

期刊介绍： Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.