Urban teachers’ implementation of SRSD for persuasive writing following practice-based professional development: positive effects mediated by compromised fidelity

Urban teachers’ implementation of SRSD for persuasive writing following practice-based... 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 with adequate, but lower than expected fidelity. Student results indicate SRSD instruction resulted in an increase in writing outcomes above those in the comparison condition, but effect sizes were low (holistic quality ES = 0.15; analytic ES = 0.24; length ES = 0.15). Lower teacher fidelity resulted in more variability in student outcomes. Teachers indicated they found the intervention had a positive effect on students and would use SRSD in the future. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Urban teachers’ implementation of SRSD for persuasive writing following practice-based professional development: positive effects mediated by compromised fidelity

24 pages
Read Article

Loading next page...
 
/lp/springer_journal/urban-teachers-implementation-of-srsd-for-persuasive-writing-following-MlgTIZTKA0
Publisher
Springer Journals
Copyright
Copyright © 2018 by Springer Science+Business Media B.V., part of Springer Nature
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
DOI
10.1007/s11145-018-9864-3
Publisher site
See Article on Publisher Site

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 with adequate, but lower than expected fidelity. Student results indicate SRSD instruction resulted in an increase in writing outcomes above those in the comparison condition, but effect sizes were low (holistic quality ES = 0.15; analytic ES = 0.24; length ES = 0.15). Lower teacher fidelity resulted in more variability in student outcomes. Teachers indicated they found the intervention had a positive effect on students and would use SRSD in the future.

Journal

Reading and Writing – Springer Journals

Published: May 29, 2018

References

  • Scale-up in education: Ideas in principle
    Baker, EL
  • Teaching as a learning profession
    Ball, DL; Cohen, DK
  • The work of teaching and the challenge for teacher education
    Ball, DL; Forzani, FM
  • Genre and the new rhetoric
    Bazerman, C
  • Third and fourth grade teacher’s classroom practices in writing: A national survey
    Brindle, M; Graham, S; Harris, KR; Hebert, M
  • The effects of a strategic writing program for students with and without learning disabilities in inclusive fifth grade classes
    Bui, YN; Schumaker, JB; Deshler, DD
  • Scale-Up in education: Ideas in Principle
    Cohen, DK; Loewenberg Ball, D
  • Resources, instruction, and research
    Cohen, DK; Raudenbush, SW; Loewenberg Ball, D
  • Evidence-based practices and implementation science in special education
    Cook, BG; Odom, SL
  • Self-regulated strategy development: Connecting persuasive writing to self-advocacy for students with emotional and behavioral disorders
    Cuenca-Carlino, Y; Mustian, AL
  • Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation
    Durlak, JA; DuPre, EP
  • 501 writing prompts
    Express, Learning
  • Professional development in self-regulated strategy development: Effects on the writing performance of eighth grade Portuguese students
    Festas, I; Oliveira, A; Rebelo, J; Damiao, M; Harris, K; Graham, S
  • Teaching writing to elementary students in grades 4–6: A national survey
    Gilbert, J; Graham, S
  • A meta-analysis of writing interventions for students with learning disabilities
    Gillespie, AS; Graham, S
  • Components analysis of cognitive strategy instruction: Effects on learning disabled students’ compositions and self-efficacy
    Graham, S; Harris, KR
  • Primary grade teachers’ instructional adaptations for struggling writers: A national survey
    Graham, S; Harris, KR; Fink-Chorzempa, B; MacArthur, C
  • It is more than just the message: Presentation effects in scoring writing
    Graham, S; Harris, KR; Hebert, M
  • Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development
    Graham, S; Harris, KR; Mason, L
  • Handbook of learning disabilities
    Graham, S; Harris, KR; McKeown, D
  • Research-based writing practices and the Common Core: Meta-analysis and meta-synthesis
    Graham, S; Harris, KR; Santangelo, T
  • A meta-analysis of writing instruction for students in the elementary grades
    Graham, S; McKeown, D; Kiuhara, S; Harris, KR
  • A meta-analysis of writing instruction for adolescent students
    Graham, S; Perin, D
  • Balancing fidelity with flexibility and fit: What do we really know about fidelity of implementation in schools?
    Harn, B; Parisi, D; Stoolmiller, M
  • Handbook of metacognition in education
    Harris, KR; Graham, S; Brindle, M; Sandmel, K
  • Self-regulated strategy development in the classroom: Part of a balanced approach to writing instruction for students with disabilities
    Harris, KR; Graham, S; Mason, LH
  • POWerful writing strategies for all students
    Harris, KR; Graham, S; Mason, L; Friedlander, B
  • Tier 1, teacher-implemented self-regulated strategy development for students with and without behavioral challenges: A randomized controlled trial
    Harris, KR; Lane, KL; Driscoll, SA; Graham, S; Wilson, K; Sandmel, K; Brindle, M; Schatschneider, C
  • Practice-based professional development for self-regulated strategies development in writing: A randomized controlled study
    Harris, KR; Lane, KL; Graham, S; Driscoll, SA; Sandmel, K; Brindle, M; Schatschneider, C
  • An analysis of preference relative to teacher implementation of intervention
    Johnson, LD; Wehby, JH; Symons, FJ; Moore, TC; Maggin, DM; Sutherland, KS
  • Inside teaching: How classroom life undermines reform
    Kennedy, MM
  • Barriers and facilitators in scaling up research-based practices
    Klingner, JK; Ahwee, S; Pilonieta, P
  • Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy
    Limpo, T; Alves, RA
  • Improving the effectiveness of juvenile justice programs: A new perspective on evidence-based practice. Centre for Juvenile Justice Reform
    Lipsey, MW; Howell, JC; Kelly, MR; Chapman, G; Carver, D
  • Illuminating growth and struggles using mixed methods: Practice-based professional development and coaching for differentiating SRSD instruction in writing
    McKeown, D; Brindle, M; Harris, KR; Graham, S; Collins, AA; Brown, MJ
  • SRSD in practice: Creating a professional development experience for teachers to meet the writing needs of students with EBD
    McKeown, D; FitzPatrick, E; Sandmel, K
  • Scale-up in education: Ideas in principle
    Moffitt, RA
  • The nation’s report card: Writing 2011 (NCES 2012–470)
  • Does treatment integrity matter? A preliminary investigation of instructional implementation and mathematics performance
    Noell, GH; Gresham, FM; Gansle, KA
  • Scale-up in education: Issues in practice
    Raudenbush, SW
  • Strategies for improving precision in group-randomized experiments
    Raudenbush, SW; Martinez, A; Spybrook, J
  • The nation’s report card: Writing 2007 (NCES 2008–468)
    Salahu-Din, D; Persky, H; Miller, J
  • Increasing teacher treatment integrity through performance feedback provided by school personnel
    Sanetti, LM; Fallon, LM; Collier-Meek, MA

You’re reading a free preview. Subscribe to read the entire article.

Try 2 weeks free now

DeepDyve is your
personal research library

It’s your single place to instantly
discover and read the research
that matters to you.

Enjoy affordable access to
over 18 million articles from more than
15,000 peer-reviewed journals.

All for just $49/month

Explore the DeepDyve Library

or browse the journals available

Search

Query the DeepDyve database, plus search all of PubMed and Google Scholar seamlessly

Organize

Save any article or search result from DeepDyve, PubMed, and Google Scholar... all in one place.

Access

Get unlimited, online access to over 18 million full-text articles from more than 15,000 scientific journals.

Your journals are on DeepDyve

Read from thousands of the leading scholarly journals from SpringerNature, Elsevier, Wiley-Blackwell, Oxford University Press and more.

All the latest content is available, no embargo periods.

See the journals in your area

DeepDyve

Freelancer

DeepDyve

Pro

Price

FREE

$49/month
$360/year

Save searches from
Google Scholar,
PubMed

Create folders to
organize your research

Export folders, citations

Read DeepDyve articles

Abstract access only

Unlimited access to over
18 million full-text articles

Print

20 pages / month

PDF Discount

20% off

Sign up
for free
Start 14 day
Free Trial