Practice-Based Professional Development for Self-Regulated Strategy Development Writing Instruction With Secondary Teachers.
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| Title: | Practice-Based Professional Development for Self-Regulated Strategy Development Writing Instruction With Secondary Teachers. |
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| Authors: | B. Ray, Amber1 (AUTHOR) amberray@illinois.edu, FitzPatrick, Erin2 (AUTHOR) |
| Source: | Teaching Exceptional Children. May/Jun2024, Vol. 56 Issue 5, p356-368. 13p. |
| Subject Terms: | *Career development, *Students with disabilities, *Middle school teachers, *Writing education, *High school athletes, *High school teachers, *Attention-deficit hyperactivity disorder, *Journal writing |
| 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. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00400599 |
| DOI: | 10.1177/00400599221122888 |
