| Title: |
Practice-Based Professional Development for Self-Regulated Strategy Development Writing Instruction with Secondary Teachers |
| Language: |
English |
| Authors: |
Amber B. Ray (ORCID 0000-0002-6527-7102); Erin FitzPatrick (ORCID 0000-0003-1068-9633) |
| Source: |
TEACHING Exceptional Children. 2024 56(5):356-368. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Secondary Education |
| Descriptors: |
Metacognition; Self Efficacy; Writing Skills; Students with Disabilities; Learning Disabilities; Emotional Disturbances; Behavior Disorders; Attention Deficit Hyperactivity Disorder; Faculty Development; Coaching (Performance); Secondary School Teachers; Writing Instruction; Writing Strategies; Evidence Based Practice; Scoring Rubrics; Writing Evaluation |
| DOI: |
10.1177/00400599221122888 |
| ISSN: |
0040-0599; 2163-5684 |
| Abstract: |
Students with disabilities need high-quality instruction to effectively wield writing as a tool to powerfully shape both academic and economic outcomes. Self-regulated strategy development (SRSD) is a powerful intervention demonstrated to improve student growth and writing performance for students with learning disabilities, emotional and behavioral disorders, and attention deficit hyperactivity disorder. Moreover, it has been extended to show benefits beyond those populations into general education settings at the secondary level and to also support both reading and content area knowledge acquisition. That said, it's a complex intervention that requires intensive support through professional development. In this manuscript, we outline how instructional coaches and other teacher leaders can best support teachers in middle and high school settings as they adopt SRSD, an evidence-based writing practice, through a practice-based professional development model. We offer step-by-step directions for planning, implementing, supporting, and evaluating the implementation. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1432980 |
| Database: |
ERIC |