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The Effects of an SRSD-based Writing Intervention on the Self-efficacy, Writing Apprehension, and Writing Performance of High School Students

2015 English language
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Release : 2015
Genre : English language
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Book Synopsis The Effects of an SRSD-based Writing Intervention on the Self-efficacy, Writing Apprehension, and Writing Performance of High School Students by : Anne Katherine Griswold

Download or read book The Effects of an SRSD-based Writing Intervention on the Self-efficacy, Writing Apprehension, and Writing Performance of High School Students written by Anne Katherine Griswold. This book was released on 2015. Available in PDF, EPUB and Kindle. Book excerpt: "Writing is an essential skill for optimal success in school and in the workforce. While academic ability and skill are critical for successful writing outcomes, alone such factors are insufficient for optimal outcomes. How students view themselves and their abilities is critical to academic success and to persisting in the face of frustration and failure. Students with low levels of writing self-efficacy, high levels of writing apprehension, and who fail to use self-regulatory strategies are less likely to be skilled writers or pursue opportunities perceived to demand larger amounts of writing. Conversely, students with higher levels of writing self-efficacy, lower levels of writing apprehension, and who use self-regulatory strategies are more likely to be successful writers in high school and beyond. This embedded mixed methods research study investigated and analyzed the effects of a Self-Regulated Strategy Development (SRSD) based writing intervention on levels of writing self-efficacy, writing apprehension, strategy-use, and writing performance of high school students in two science classes. Grounded in Bandura's social cognitive theory, the study enhances quantitative data by incorporating qualitative data, notably a microanalysis component, the results showed that the intervention improved students' feelings about their abilities to write, ameliorated writing apprehension, increased their use of self-regulatory strategies, and boosted writing performance. Future research suggestions are presented and implications for educational practice are discussed."--Abstract from author supplied metadata.

Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas

2018-07-23 Education
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Release : 2018-07-23
Genre : Education
Kind : eBook
Book Rating : 282/5 ( reviews)

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Book Synopsis Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas by : Maria K. DiBenedetto

Download or read book Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas written by Maria K. DiBenedetto. This book was released on 2018-07-23. Available in PDF, EPUB and Kindle. Book excerpt: This book shows how principles of self-regulated learning are being implemented in secondary classrooms. The 14 chapters are theoretically driven and supported by empirical research and address all common high school content areas. The book comprises 29 lesson plans in English language arts, natural and physical sciences, social studies, mathematics, foreign language, art, music, health, and physical education. Additionally, the chapters address students with special needs, technology, and homework. Each chapter begins with one or more lesson plans written by master teachers, followed by narratives explaining how the lesson plans were implemented. The chapters conclude with an analysis written by expert researchers of the self-regulated learning elements in the lessons. Each lesson and each analysis incorporate relevant educational standards for that area. Different types of high schools in several states serve as venues. This powerful new book edited by Maria K. DiBenedetto provides a unique and invaluable resource for both secondary teachers and researchers committed to supporting adolescents in the development of academic self-regulation. Each chapter is jointly written by teachers who provide a wealth of materials, including lesson plans, and researchers who situate these lesson plans and academic self-regulation goals within the larger work on self-regulation. The topics covered are far broader than any other book I have seen in terms of developing academic self-regulation, covering over a dozen content areas, including literacy, mathematics, social studies, the sciences, and the arts. Teachers and scholars alike will find this book a must read. Karen Harris, EdD, Arizona State University A practical and magnificent blend of educational research and application. This book goes beyond presenting the findings of research on self regulation by connecting detailed strategies that align with the standards to the research. DiBenedetto et al. clearly illustrate how to develop self regulated learners in the classroom. A refreshing must read for all secondary educators and educational researchers seeking to be well grounded in education research and practical application techniques. Heather Brookman, PhD, Fusion Academy- Park Avenue Self-regulated learning is a research-based process by which teachers help students realize their own role in the learning process. Connecting Self-Regulated Learning and Performance with Instruction Across High School Content Areas consists of model teachers’ lessons and analyses by prominent educational psychologists in the field of self-regulated learning. The book provides teachers with the tools needed to increase students’ awareness of learning and inspires all educators to use self-regulated learning to promote engagement, motivation, and achievement in their students. The book also provides administrators with the principles needed to infuse evidenced based self-regulated learning into their curriculum and instruction. I highly recommend the book! Marty Richburg, Northside High School

The Effects of Self-Regulated Strategy Development (SRSD) Instruction on Expository Reading Comprehension Among Students with Specific Learning Disabilities (SLD) And/or Emotional/Behavioral Disorders (E/BD) in a Self-Contained High School Science Classroom

2020
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Release : 2020
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Book Synopsis The Effects of Self-Regulated Strategy Development (SRSD) Instruction on Expository Reading Comprehension Among Students with Specific Learning Disabilities (SLD) And/or Emotional/Behavioral Disorders (E/BD) in a Self-Contained High School Science Classroom by : Marta K. Yang

Download or read book The Effects of Self-Regulated Strategy Development (SRSD) Instruction on Expository Reading Comprehension Among Students with Specific Learning Disabilities (SLD) And/or Emotional/Behavioral Disorders (E/BD) in a Self-Contained High School Science Classroom written by Marta K. Yang. This book was released on 2020. Available in PDF, EPUB and Kindle. Book excerpt: The primary purpose of this intervention study was to investigate the effectiveness of the Self-Regulated Strategy Development (SRSD) framework on high school students' summarization skills for science expository texts. The study replicated procedures from previous SRSD studies conducted with younger students (Mason, 2013; Saddler et al., 2017) and with adolescent males with emotional/behavioral disorders (E/BD) in residential settings (Ennis, 2016; Rogevich & Perin, 2008). In this study, the TWA (Think before, While, and After reading) reading strategy was combined with the SHORT writing strategy (State the topic in a sentence and reread; Hunt for your highlights; Organize the supporting details in your own words; Reread your graphic organizer-do you have all the parts? Top it off with a conclusion) and embedded in the SRSD framework. This study extends prior research by investigating the effectiveness of SRSD instruction with high school students diagnosed with E/BD and/or specific learning disabilities (SLD) in a special education biology class. A multiple probe across participants design (Ledford & Gast, 2018) evaluated the effects of SRSD instruction on the dependent variable, students' comprehension of scientific expository text, measured through the percentage of summarization accuracy via a summarization rubric. Five public high school students in the Midwest U.S. region (four males and one female) participated and received instruction embedded in the SRSD framework for a total of 29 weeks across a single academic calendar year. Maintenance assessments 2, 4, and 6 weeks after the intervention ended revealed that all five participants maintained intervention effects above respective baseline performance levels at the end of Week 2 (M = 84.4%), Week 4 (M = 76.8%), and Week 6 (M = 71.0%) after exiting the intervention. Measurement of students' generalization to on-grade-level science text, specifically, their abilities to summarize chapters in their biology textbook (Biggs et al., 2009) administered pre- and postintervention showed that all five students improved their postintervention scores on a textbook chapter summarization. Likert-type scale surveys measuring reading motivation, writing self-efficacy, and social validity revealed that participants' writing self-efficacy and motivation toward reading increased. Moreover, results from a social validity survey indicated that participants viewed SRSD instruction favorably and were generally positive about their experience in learning and applying SRSD in a secondary-level science class. Implications of the findings and recommendations for future research and practice are included.

Effects of Self-regulated Strategy Development on the Writing Performance and Sense of Self-efficacy of Postsecondary English Language Learners

2019
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Release : 2019
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Book Synopsis Effects of Self-regulated Strategy Development on the Writing Performance and Sense of Self-efficacy of Postsecondary English Language Learners by : Antonina Maria Balsamo

Download or read book Effects of Self-regulated Strategy Development on the Writing Performance and Sense of Self-efficacy of Postsecondary English Language Learners written by Antonina Maria Balsamo. This book was released on 2019. Available in PDF, EPUB and Kindle. Book excerpt: English language learners (ELLs) comprise a growing contingent in North American postsecondary institutions. However, success in postsecondary requires competence in written expression, a taxing activity for most ELLs. To foster writing development, this study adapted the strategy instruction model of Self-Regulated Strategy Development (SRSD; Graham Harris, 1996) to teach strategies for research writing and vocabulary expansion. Six postsecondary ELLs received 36 hours of instruction over six weeks. Collecting data through a mixed methods design, the study measured performance gains as high as 10%, which, though moderate, contribute to growing evidence for the effectiveness of SRSD among postsecondary ELLs. Participants also reported positive transformations in their sense of self-efficacy alongside elevated confidence and lowered anxiety and stress. The study highlights the importance of guiding postsecondary ELLs through the framework of writing strategy instruction and suggests that SRSD may benefit writers by both teaching new strategies and validating existing writing practices.

The Impact of Using Self-regulated Strategy Development to Increase Expository Writing Outcomes in Students At-risk for Emotional and Behavioral Disorders

2018
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Release : 2018
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Book Synopsis The Impact of Using Self-regulated Strategy Development to Increase Expository Writing Outcomes in Students At-risk for Emotional and Behavioral Disorders by : Megan Lea Carroll

Download or read book The Impact of Using Self-regulated Strategy Development to Increase Expository Writing Outcomes in Students At-risk for Emotional and Behavioral Disorders written by Megan Lea Carroll. This book was released on 2018. Available in PDF, EPUB and Kindle. Book excerpt: This single-subject study compared the effects of a typical practice baseline phase to those of a treatment phase. Four participants at-risk for emotional/behavioral disorders (EBD) in Grades 7 and 8 participated in the one school site study. Each participant was identified by the English language arts classroom teacher as a poor writer and scored below average on the story composition subtest of the Test of Written Language, Fourth Edition (TOWL-4) screening measure. Baseline consisted of participants writing an expository essay, without the support of the researcher. In treatment, participants received expository writing instruction using the self-regulated strategy development (SRSD) model for writing, along with the TIDE strategy. This multicomponent framework consisted of six instructional stages: (1) Developing Background Knowledge, (2) Discuss It, (3) Model It, (4) Memorize It, (5) Support It, and (6) Independent Practice. Self-regulation strategies were also interwoven into the six stages. Based on visual analysis of data and effect sizes computed, it was determined SRSD instruction using the TIDE strategy was effective for improving essay element performance of middle school students at-risk for EBD who have difficulty with writing; a large effect of intervention was detected for all participants. Additionally, SRSD instruction using the TIDE strategy was found to be effective for a majority of the participants for improving essay quality performance. A large effect of intervention was detected for three out of four participants and a moderate effect was detected for one participant. Finally, SRSD instruction using the TIDE strategy was found to be effective for half of the participants in terms of increasing the number of words written produced in a written composition. A large effect was detected for two out of four participants, while a moderate effect was detected for one participant and a small effect was detected for the remaining participant. All participants in this study improved their raw scores and national percentile ranks on the TOWL-4. A social validity questionnaire indicated that participants valued SRSD instruction using the TIDE strategy.

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