Professional development for evidence-based SRSD writing instruction : Elevating fourth grade outcomes
Journal article
McKeown, Debra, Wijekumar, Kay, Owens, Julie, Harris, Karen Renee, Graham, Stephen Edward, Lei, Pui-Wa and FitzPatrick, Erin. (2023). Professional development for evidence-based SRSD writing instruction : Elevating fourth grade outcomes. Contemporary Educational Psychology. 73, pp. 1-14. https://doi.org/10.1016/j.cedpsych.2023.102152
Authors | McKeown, Debra, Wijekumar, Kay, Owens, Julie, Harris, Karen Renee, Graham, Stephen Edward, Lei, Pui-Wa and FitzPatrick, Erin |
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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. |
Keywords | Writing ; Professional development ; Practice-based professional development; Self-regulated strategy development ; SRSD |
Year | 01 Jan 2023 |
Journal | Contemporary Educational Psychology |
Journal citation | 73, pp. 1-14 |
Publisher | Academic Press Inc. |
ISSN | 0361-476X |
Digital Object Identifier (DOI) | https://doi.org/10.1016/j.cedpsych.2023.102152 |
Web address (URL) | https://www.sciencedirect.com/science/article/abs/pii/S0361476X23000061 |
Open access | Published as non-open access |
Research or scholarly | Research |
Page range | 1-14 |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 21 Jan 2023 |
Publication process dates | |
Deposited | 19 Jul 2024 |
Additional information | © 2023 Elsevier Inc. All rights reserved. |
Place of publication | United States |
https://acuresearchbank.acu.edu.au/item/90v4v/professional-development-for-evidence-based-srsd-writing-instruction-elevating-fourth-grade-outcomes
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