Read Writ https://doi.org/10.1007/s11145-018-9864-3 Urban teachers’ implementation of SRSD for persuasive writing following practice-based professional development: positive effects mediated by compromised ﬁdelity 1 2 3 • • • Debra McKeown Erin FitzPatrick Megan Brown 4 1 5 • • Mary Brindle Julie Owens Robert Hendrick Springer Science+Business Media B.V., part of Springer Nature 2018 Abstract Writing allows access to venues often limited by poverty, disabilities, and geography. Promoting writing skills can create bridges to overcome the isolation that often keeps communities from engaging with one another. However, most of the students in the nation’s schools are not capable writers and ﬁnd the persuasive genres challenging. In this wait-list quasi-experimental study, 25 teachers from four urban schools were assigned to treatment (n = 11) or control conditions (n = 14). Teachers received practice-based professional development to learn to teach self- regulated strategy development for persuasive writing to their 3rd, 4th, and 5th grade students (318 in treatment, 367 in control). Before and after intervention, students wrote to persuasive prompts, which were counterbalanced, and scored for holistic quality, analytic quality, and length. Teachers were observed for ﬁdelity of implementation and focus groups were conducted to assess social validity. Results indicate teachers implemented
Reading and Writing – Springer Journals
Published: May 29, 2018
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