对四年级全班学生记叙文定时写作教学进行指导和专家支持的 RCT:重要意义

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Sharlene A. Kiuhara, Karen R. Harris, Steve Graham, Douglas J. Hacker, Mary E. Story, Debra McKeown
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引用次数: 0

摘要

记叙文的写作是复杂的,需要发展特定体裁的知识和一般写作知识,并有能力对真实或想象的经历、反应和有效的结尾进行排序和表达。然而,教师通常无法获得有效指导记叙文写作所需的充足的专业学习。我们与地区一级的利益相关者合作,以满足四年级学生的具体写作需求,并开发了两种与州课程和期望相一致的叙事写作策略。我们还为实施自我调节策略发展(SRSD)教学的教师开发了为期两天的基于实践的专业发展(PBPD)。PBPD 包括使用这些新策略所需的体裁和一般写作知识。SRSD 教学还包括在州写作测试要求的计时条件下学习写作。在 SRSD 教学过程中,还提供了专家支持。教学在教师的英语语言艺术课程中进行,每周至少 3 次。这项随机对照试验涉及 16 名教师及其四年级教室,他们被随机分配到 SRSD 教学或对照条件下。PBPD 对 14 个 SRSD 教学特点的教学忠实度很高,对 SRSD 教学的社会效度也很高。分层线性建模表明,在叙事元素(g = 0.51)和故事质量(g = 0.48)方面,学生的成果为中等至较大,而在总字数(g = 0.35)方面,学生的成果较小。本研究为针对 SRSD 的 PBPD 研究和所经历的挑战以及叙事写作的有效指导增添了新的内容。我们讨论了能够为教师、学生和学校带来改变的问题和未来研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
An RCT of PD and expert support for classwide SRSD instruction on timed narrative writing at 4th grade: critical implications

Composing narrative text is complex, requiring development of knowledge of genre specific and general writing knowledge, and the ability to sequence and convey real or imagined experiences, reactions, and an effective ending. Teachers, however, typically do not receive adequate professional learning needed for effective instruction in narrative writing. We collaborated with district-level stakeholders to address the specific writing needs of their 4th grade students and developed two narrative writing strategies aligned with state curriculum and expectations. We also developed two days of practice-based professional development (PBPD) for teachers who implemented Self-Regulated Strategy Development (SRSD) instruction. The PBPD included the genre-based and general writing knowledge needed to use these new strategies. SRSD instruction also included learning to write in a timed condition, as required in the state writing test. Expert support was provided during SRSD instruction. Instruction took place during the teachers’ English language arts block a minimum of 3 times per week. This randomized controlled trial involved 16 teachers and their 4th grade classrooms randomly assigned to the SRSD instruction or control conditions. PBPD resulted in high instructional fidelity for 14 features of SRSD instruction and high social validity for SRSD instruction. Hierarchical linear modeling indicated that student outcomes were moderate to large for narrative elements (g = 0.51) and story quality (g = 0.48), and small for total words written (g = 0.35). This study adds to research on PBPD for SRSD and challenges experienced, and to effective instruction in narrative writing. We discuss issues and future research that can make a difference to teachers, students, and schools.

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来源期刊
CiteScore
5.20
自引率
16.00%
发文量
0
期刊介绍: Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.
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