Conceptualizing, Designing, Implementing, and Evaluating Writing Interventions

Erscheinungsjahr 2023
ISBN: 978-90-04-54623-3
Verlag: Brill

Buch, Englisch, Band 40, 330 Seiten, Format (B × H): 157 mm x 239 mm, Gewicht: 640 g

Reihe: Studies in Writing

This book takes a fresh look at the challenge of setting up educational writing intervention studies in authentic class contexts. In four sections, the book offers innovative approaches on how to conceptualize, design, implement, and evaluate writing interventions for research purposes. Hot topics in the field such as professional development for scaling up writing interventions, building research practice partnerships, implementation variation and fidelity, and response to intervention are addressed. To illustrate the proposed approaches for writing promotion, the book showcases a wide variety of writing interventions from around the world, ranging from single-participant designs to large-scale intervention studies in writing.

Autoren/Hrsg.

Weitere Mitwirkende

De Smedt, Fien

Bouwer, Renske

Limpo, Teresa

Graham, Steve

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Psycholinguistik, Neurolinguistik, Kognition

Inhaltsverzeichnis

List of Figures

List of Tables

Notes on Contributors

1 Writing Intervention Research in Authentic Classroom Contexts: A Brief Introduction

Fien De Smedt, Renske Bouwer, Teresa Limpo and Steve Graham

Part 1 Conceptualizing a Writing Intervention

2 Writing Instruction and Intervention Research: A Historical and Theoretical Perspective

Steve Graham

Part 2 Designing High-Quality Interventions Research in Writing

3 Designing and Reporting Interventions: From a Blueprint to a Systematic and Analytic Description

Fien De Smedt

4 Designing Large-Scale Intervention Studies to Identify What Works in Writing

Kausalai (Kay) Wijekumar, Puiwa Lei and Herb Turner

5 Single Participant Designs: A Successful Method for Validating Writing Instruction

Jean Schumaker

Part 3 Implementing Writing Interventions in Authentic Classroom Contexts

6 Practice-Based Professional Development for Scaling Up Writing Interventions: Lessons Learned and Challenges Remaining

Karen Harris, April Camping and Debra McKeown

7 Implementing Interventions in Authentic Classroom Contexts

Researching with Professional Communities through Building Research Practice Partnerships

Judy Parr, Debra Myhill and Rebecca Jesson

8 Fidelity of Implementation

Amy Gillespie Rouse

9 Response to Intervention as a Framework to Implement Writing Interventions: Opportunities and Challenges

María Arrimada

Part 4 Evaluating the Effectiveness of Writing Interventions

10 Guidelines for the Validation of Writing Assessment in Intervention Studies

Renske Bouwer, Elke Van Steendam and Marije Lesterhuis

11 Process Measures as Input for and as Outcome of Writing Intervention Studies

Nina Vandermeulen

12 Evaluating the Effectiveness of Writing Interventions: Motivational Outcomes

Sharon Zumbrunn and Roger Bruning

13 Qualitative and Mixed Methods in Assessing Writing Interventions

Anna Hall, Beth Beschorner, Kelley White and Qianyi Gao

14 On Multilevel Modeling in Writing Research: An Example

Huub van den Bergh and Sven De Maeyer

15 Reflections on Some Key Issues in Research on Writing Interventions

Charles A. MacArthur

Index

Über Autor(innen)

Fien De Smedt, Ph.D. (2019), Ghent University, is a postdoctoral researcher at the Department of Educational Studies at that Univeristy. Her research mainly focusses on how to foster elementary and secondary school students' writing skills and motivation.

Renske Bouwer is Assistant Professor in Language and Education at Utrecht University. She combines theories from educational sciences, psychology and linguistics to improve the writing skills of students in all educational levels. She also investigates the merits of comparative assessment methods for the formative and summative assessment of writing.

Teresa Limpo is Assistant Professor at the Faculty of Psychology and Education Sciences at the University of Porto. Her main research interest involves the relationship between non-academic skills (e.g., motivation, mindfulness, physical activity) and academic achievement, including writing.

Steve Graham is a Regents and the Warner Professor in the Division of Leadership and Innovation in Teachers College. He completed his Ed.D. at the University of Kansas. For 42 years he has studied how writing develops, how to teach it effectively, and how writing can be used to support reading and learning. His research involves typically developing writers and students with special needs in both elementary and secondary schools, with much of occurring in classrooms in urban schools.