Teacher-implemented self-regulated strategy development instruction for story writing with year 2 students in Aotearoa/New Zealand: A mixed methods study

被引：2

作者：

Finlayson, Kristen ^{[1
]}

McCrudden, Matthew T. ^{[2
]}

机构：

[1] Victoria Univ Wellington, Fac Educ, POB 600, Wellington 6140, New Zealand

[2] Penn State Univ, Coll Educ Educ Psychol Counseling & Special Educ, CEDAR Bldg, University Pk, PA 16802 USA

来源：

TEACHING AND TEACHER EDUCATION | 2022年 / 119卷

关键词：

Elementary story writing; Mixed methods intervention design; Self-regulated strategy development; Writing instruction; STRUGGLING YOUNG WRITERS; PROFESSIONAL-DEVELOPMENT; COMPOSITION SKILLS; SOCIAL VALIDITY; PERFORMANCE; KNOWLEDGE; METAANALYSIS; ELEMENTARY; EFFICACY; SRSD;

D O I：

10.1016/j.tate.2022.103846

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This mixed methods study investigated the effectiveness and social validity of a teacher-implemented story writing intervention in a primary school in Aotearoa/New Zealand. A quasi-experiment indicated students who received the intervention showed higher gains in holistic quality, number and quality of story elements, and total words written compared to students who received their regular instruction. In an interview, the teacher indicated the intervention was appropriate to meet the needs of the students, had acceptable procedures, and meaningful outcomes. Thus, the quantitative and qualitative data converged to indicate the intervention was effective and had social validity.(c) 2022 Elsevier Ltd. All rights reserved.

引用

页数：11

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