Describing multifaceted writing interventions: From design principles for the focus and mode of instruction to student and teacher activities

Koster, Monica; Bouwer, Renske

doi:10.17239/jowr-2018.10.02.03

Cited by 6 publications

(5 citation statements)

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“…Understanding the typology of adaptations is the first step to determining the impact of these adaptations on the intended outcomes. While the modified fidelity framework was developed to understand implementation of healthcare interventions, it has been used in the education field to understand curricular modifications made by educators (Bania et al, 2017;Koster and Bouwer, 2018). Indeed, in a recent analysis of science, technology, engineering, and mathematics (STEM) PD studies, both moderate and high fidelity appear to yield similar likelihoods of positive student outcomes, suggesting that teachers do not have to rigidly enact a novel curriculum (Hill and Erickson, 2019).…”

Section: Introductionmentioning

confidence: 99%

Connecting the Dots from Professional Development to Student Learning

Ellingson

Edwards

Roehrig

et al. 2021

LSE

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Section: Introductionmentioning

confidence: 99%

Connecting the Dots from Professional Development to Student Learning

Ellingson

Edwards

Roehrig

et al. 2021

LSE

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“…Moreover, the attitude to knowledge as an objective phenomenon that does not depend on personal attitude is the final point of perception of scientific information. It is possible to predict the result of working with information, plan and organise the receipt of information, as well as to be aware of one's own information experience only through personal acceptance of each action [19][20][21]. Therefore, the full cycle of information activity of the student is provided by the presence in it of all three types of actualisation of the value attitude to knowledge.…”

Section: Discussionmentioning

confidence: 99%

Management of The Formation of The Experience of Information Activities in Students Based on Work with Educational Texts

et al. 2020

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The purpose of the research is to identify the influence of an educational text on the organisation of information activities of schoolchildren. Methods: content analysis, structural and semantic analysis of educational texts and the results of their interpretation. Research results: identification of features of the educational text as an information structure (the integrity of multi-layer content, reproducibility, presence of system connections with the thematic information field), description of the information activity of a complex of educational texts united by the function of updating the value attitude to knowledge, which can be represented in three main types: impersonal, authorised and personal. Each of these types is correlated with the level of perception of information by the student-reader, which can be a. detached and impersonal, b. in conscious collaboration with the author, c. to their own cognitive experience. As a result of the research, the basic information-significant structural components of educational texts are also identified: the title and the beginning correlated with the key meaning of the text, the means of axiological field and dialogisation.

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“…With the present design study, we join the growing group of L1-researchers (Elving-Heida, 2019;Koster & Bouwer, 2018;Schrijvers et al, 2019; see also Luger, 2020) who responded to a call from Rijlaarsdam et al (2017), proposing the use of design principles as the basis for the structure of learning units. Design principles are heuristic statements that describe the conditional relationship between a desired outcome (Y) and an instructional unit (X).…”

Section: Validating Designs Of Learning Unitsmentioning

confidence: 99%

“…In this section, we describe the design principles on which we based the unit. Following Koster and Bouwer (2018), we classified the design principles into two categories: (a) principles for the learning content, i.e. what is being taught or learned (2.1), and (b) principles for the mode of instruction, i.e.…”

Section: Part 1 Theoretical Background: Validitymentioning

confidence: 99%

Learning how to synthesize: The design and evaluation of a reading-writing learning unit for high-school students

Ockenburg¹,

Weijen²,

Rijlaarsdam³

2021

L1 Educational Studies in Language and Literature

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This paper reports on the systematic design and evaluation process of a learning unit for 9th grade students, aimed at learning to write synthesis texts. The unit was based on design principles derived from a review of effective synthesis writing interventions and general principles of effective learning. To evaluate the quality of this unit, we considered three aspects: the validity, feasibility, and effectiveness of its design. The design as construct was based on state-of-the-art knowledge which ensured construct validity. Furthermore, user data indicated that the construct's operationalization was valid: the content and structure of the unit reflected the construct. In addition, teachers were generally positive about the unit's overall feasibility and teacher logs indicated that the lessons were mostly taught as intended. Furthermore, student data indicated that the unit was feasible for students, as well. Finally, the effectiveness of the unit was confirmed by the outcomes of an intervention in five classes, using a switching replication design. Some options for further improvement of the design are also proposed.

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Describing multifaceted writing interventions: From design principles for the focus and mode of instruction to student and teacher activities

Cited by 6 publications

References 0 publications

Connecting the Dots from Professional Development to Student Learning

Connecting the Dots from Professional Development to Student Learning

Management of The Formation of The Experience of Information Activities in Students Based on Work with Educational Texts

Learning how to synthesize: The design and evaluation of a reading-writing learning unit for high-school students

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