TY - JOUR
T1 - Practice-based professional development for self-regulated strategies development in writing
T2 - A randomized controlled study
AU - Harris, Karen R.
AU - Lane, Kathleen Lynne
AU - Graham, Steve
AU - Driscoll, Steven A.
AU - Sandmel, Karin
AU - Brindle, Mary
AU - Schatschneider, Christopher
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by the Institute for Educational Sciences Grant (R324B060018) from the Serious Behavior Disorders Competition (84.324B) to Vanderbilt University. For additional information, please contact Karen Harris at Peabody College of Vanderbilt University; Department of Special Education; Nashville, TN 37203 Karen.harris@vanderbilt.edu .
PY - 2012
Y1 - 2012
N2 - In this randomized controlled study, 20 second- and third-grade teachers participated in practice-based professional development in strategies instruction in either story or opinion essay writing, using the Self-Regulated Strategies Development (SRSD) instructional model. These teachers worked in schools collaborating with a local university to implement an evidence-based, three-tiered model of prevention and supports targeting academic, behavioral, and social goals. The authors examined the effects of intensive practice-based professional development and follow-up support on the writing of second- and third-grade students in terms of quality, length, and inclusion of basic genre elements; integrity of SRSD instruction; and teacher and student judgments of the social validity of SRSD. Whole-class (Tier 1), teacher-implemented SRSD instruction resulted in significant and meaningful changes in student writing outcomes for story and opinion essay writing. Teachers implemented SRSD with fidelity, and SRSD was viewed as socially valid by teachers and students. Limitations of this study and directions for future research are discussed.
AB - In this randomized controlled study, 20 second- and third-grade teachers participated in practice-based professional development in strategies instruction in either story or opinion essay writing, using the Self-Regulated Strategies Development (SRSD) instructional model. These teachers worked in schools collaborating with a local university to implement an evidence-based, three-tiered model of prevention and supports targeting academic, behavioral, and social goals. The authors examined the effects of intensive practice-based professional development and follow-up support on the writing of second- and third-grade students in terms of quality, length, and inclusion of basic genre elements; integrity of SRSD instruction; and teacher and student judgments of the social validity of SRSD. Whole-class (Tier 1), teacher-implemented SRSD instruction resulted in significant and meaningful changes in student writing outcomes for story and opinion essay writing. Teachers implemented SRSD with fidelity, and SRSD was viewed as socially valid by teachers and students. Limitations of this study and directions for future research are discussed.
KW - SRSD
KW - practice-based professional development
KW - strategies instruction
KW - three-tiered model
KW - writing
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U2 - 10.1177/0022487111429005
DO - 10.1177/0022487111429005
M3 - Article
AN - SCOPUS:84857002147
SN - 0022-4871
VL - 63
SP - 103
EP - 119
JO - Journal of Teacher Education
JF - Journal of Teacher Education
IS - 2
ER -