漫步在写作的风景:从一个写作研究项目的见解

IF 14.3 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Psychologist Pub Date : 2021-07-27 DOI:10.1080/00461520.2021.1951734

S. Graham

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引用次数: 8

摘要

本文是我向美国心理学会第15分会(教育心理学)提交的2019年“杰出心理学对教育的贡献职业成就奖”演讲的扩充版。报告概述了我和同事就以下四个课题所进行的研究:(a)写作知识、策略、动机和技巧在写作和学生成长为作家方面的作用;(b)写作、语言、阅读和学习之间的联系;(c)识别有效的写作方法;(d)学校写作教学的现状。对于每个主题，我都提供了在研究每个领域时收集的逻辑和不同类型证据的例子。结论性意见侧重于仍需调查的领域。

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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A walk through the landscape of writing: Insights from a program of writing research

Abstract This article is an expanded version of my presentation to Division 15 (Educational Psychology) of the American Psychological Association for the Career Achievement Award for Distinguished Psychological Contributions to Education in 2019. It provides an overview of research conducted by colleagues and I that examined the following four topics: (a) the role of writing knowledge, strategies, motivation, and skills in writing and students’ growth as writers; (b) the connections between writing, language, reading, and learning; (c) the identification of effective writing practices; and (d) the current state of writing instruction in schools. For each topic, I provide examples of the logic and the different types of evidence collected in studying each area. Concluding comments focus on areas still in need of investigation.

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来源期刊

Educational Psychologist Multiple-

CiteScore

19.10

自引率

3.40%

发文量

期刊介绍： The Educational Psychologist is a scholarly journal dedicated to exploring the psychology of learning and instruction. Articles in this journal encompass a diverse range of perspectives, from examining psychological mechanisms to exploring social and societal phenomena related to learning and instruction. The journal publishes theoretical and conceptual articles, as well as reviews and meta-analyses, that significantly contribute to theory or advance the methods used to explore educational psychology. Emphasizing innovation and advancing understanding, the journal does not publish articles solely reporting the methods and results of empirical studies; instead, all submissions, including reviews and meta-analyses, must offer clear implications for advancing theory. In addition to regular articles, the journal features special issues that delve into important themes in educational psychology, along with focal articles accompanied by peer commentary.