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Efficacy of Self-Regulated Strategy Development Instruction for Developing Writers With and Without Disabilities in Rural Schools: A Randomized Controlled Trial.
- Source :
- Rural Special Education Quarterly; Dec2017, Vol. 36 Issue 4, p168-179, 12p
- Publication Year :
- 2017
-
Abstract
- A workshop with virtual consultation practice-based professional development model for self-regulated strategy development persuasive writing instruction was evaluated in a randomized controlled trial. Nineteen general education teachers and 564 Grade 5 and 6 students in 16 low-wealth rural schools participated. Following training, teachers provided instruction in their inclusive classrooms. Results indicated that students receiving instruction improved in the number of persuasive elements and words written when compared with students in the control group. Differences in element type were evaluated with largest effects noted for reasons and explanations. Student group differences were noted with nonstruggling students having greater gains than struggling students. [ABSTRACT FROM AUTHOR]
- Subjects :
- TEACHER education
ANALYSIS of covariance
CHI-squared test
CURRICULUM
STUDENTS with disabilities
HEALTH outcome assessment
PROBABILITY theory
PROFESSIONAL employee training
RESEARCH funding
RURAL conditions
STATISTICAL sampling
SCHOOL children
SELF-management (Psychology)
STATISTICS
RATING of students
ADULT education workshops
WRITING
DATA analysis
EFFECT sizes (Statistics)
RANDOMIZED controlled trials
PRE-tests & post-tests
CONTROL groups
DATA analysis software
DESCRIPTIVE statistics
Subjects
Details
- Language :
- English
- ISSN :
- 87568705
- Volume :
- 36
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- Rural Special Education Quarterly
- Publication Type :
- Academic Journal
- Accession number :
- 126156737
- Full Text :
- https://doi.org/10.1177/8756870517723617