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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.
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]
Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Practice-Based Professional Development for Self-Regulated Strategy Development Writing Instruction With Secondary Teachers.
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  Data: <searchLink fieldCode="AR" term="%22B%2E+Ray%2C+Amber%22">B. Ray, Amber</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> amberray@illinois.edu</i><br /><searchLink fieldCode="AR" term="%22FitzPatrick%2C+Erin%22">FitzPatrick, Erin</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Teaching+Exceptional+Children%22">Teaching Exceptional Children</searchLink>. May/Jun2024, Vol. 56 Issue 5, p356-368. 13p.
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  Data: *<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+teachers%22">Middle school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Writing+education%22">Writing education</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+athletes%22">High school athletes</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+teachers%22">High school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Attention-deficit+hyperactivity+disorder%22">Attention-deficit hyperactivity disorder</searchLink><br />*<searchLink fieldCode="DE" term="%22Journal+writing%22">Journal writing</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/00400599221122888
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      – Code: eng
        Text: English
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        Type: general
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      – SubjectFull: Middle school teachers
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      – SubjectFull: Writing education
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      – SubjectFull: High school athletes
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      – SubjectFull: Attention-deficit hyperactivity disorder
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      – SubjectFull: Journal writing
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              M: 05
              Text: May/Jun2024
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              Y: 2024
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