Professional development for evidence-based SRSD writing instruction: Elevating fourth grade outcomes

McKeown, Debra; Wijekumar, Kay; Owens, Julie; Harris, Karen R.; Graham, Steve; Lei, Pui Wa; FitzPatrick, Erin

doi:10.1016/j.cedpsych.2023.102152

Cited by 8 publications

(17 citation statements)

References 40 publications

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“…An essential early component to schoolwide implementation of SRSD for informational writing instruction is for coaches to garner buy-in from participating teachers and other stakeholders (McKeown et al, 2019(McKeown et al, , 2023. There are a variety of ways to approach this.…”

Section: Garnering Teacher Interestmentioning

confidence: 99%

“…There are a variety of ways to approach this. A common practice is to share a basic overview of SRSD along with both the quantitative data that demonstrate what can be expected in terms of gains once students learn to use the strategy (Collins et al, 2021) as well as individual stories from participating teachers or the writing results from individual students (McKeown et al, 2019;McKeown et al, 2023). Teachers should be presented with the effect size data that represent the average improvement that can be expected with SRSD instruction, but also the individual stories.…”

Section: Garnering Teacher Interestmentioning

confidence: 99%

“…To further foster buy-in, teachers should be presented with information about the power of writing and its impact on students’ life outcomes (e.g., improved learning, Bangert-Drowns et al, 2004; greater resilience to trauma, Glass et al, 2019; tighter social bonds, Barton & Hall, 2000; emotional healing, Pennebaker, 2004; restoration of physical health, Smyth et al, 1999; access to employment, National Association of Colleges and Employer, 2022). For example, as a skill, writing impacts economic mobility.…”

Section: Garnering Teacher Interestmentioning

confidence: 99%

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Instructional Coaches in Elementary Settings: Writing the Wave to Success with Self-Regulated Strategy Development for the Informational Genre

Ray,

FitzPatrick

2024

Learning Disabilities Research & Practice

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Self-regulated strategy development (SRSD) is an evidence-based practice for writing that is effective in improving the writing performance of elementary students with learning disabilities and the broader student population. In this manuscript, we provide guidance for elementary instructional coaches in facilitating a schoolwide adoption of SRSD for writing instruction. We outline the steps for instructional coaches to conduct practice-based professional development and then discuss ways instructional coaches can support teachers and oversee schoolwide SRSD implementation. Finally, we present ways that instructional coaches can be a valuable resource for teachers in differentiating SRSD instruction to meet students’ needs and to track students’ growth. By fostering a schoolwide implementation, coaches can harness the power of additive knowledge, increase teacher knowledge of evidence-based pedagogical practices, and increase the writing skills of all students, including those with learning disabilities.

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Section: Garnering Teacher Interestmentioning

confidence: 99%

Section: Garnering Teacher Interestmentioning

confidence: 99%

Section: Garnering Teacher Interestmentioning

confidence: 99%

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Instructional Coaches in Elementary Settings: Writing the Wave to Success with Self-Regulated Strategy Development for the Informational Genre

Ray,

FitzPatrick

2024

Learning Disabilities Research & Practice

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“…Research on incorporating EBPs in writing through PBPD across settings, grade levels, and student populations is extensive (Harris et al, 2022). Both research and practical guides are available for secondary students (Ray & FitzPatrick, 2022), elementary students (Harris et al, 2015;McKeown et al, 2016McKeown et al, , 2018, students with EBD (Harris et al, 2012), and students under challenging or stressful settings (e.g., transient cities, compromised fidelity;McKeown et al, 2018McKeown et al, , 2023.…”

Section: Practice-based Professional Developmentmentioning

confidence: 99%

“I’m Not a Writing Teacher!”: Practice-Based Professional Development to Support Writing Instruction for General and Special Educators

Owens

2024

Beyond Behavior

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Given the writing struggles of students with and at risk for emotional and behavioral disorders (EBD) served in general and special education classrooms, it is imperative that teachers provide effective writing instruction. One way to learn effective writing skills is through writing instruction through practice-based professional development that scaffolds instructional methods to teach evidence-based writing strategies. Within this article, a framework is described to develop an effective professional development for general and special education teachers who work with struggling writers with and at risk for EBD.

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“…Hopefully, future sources of funding will enable such work among these authors and other SRSD researchers. Research on the integration of web-based tutors to enhance teacher-led SRSD instruction has begun (McKeown et al, 2021;Wijekumar et al, 2016), and there is much more to explore involving technologies now available to us.…”

Section: Reflections On the Future Of Srsd Instructionmentioning

confidence: 99%

SRSD Instructional Research for Students with or at‐Risk for LD across the Content Areas: History and Reflections

Harris

2021

Learn Disabil Res Pract

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made this special issue possible, and I thank them. This issue represents the first special issue of a journal dedicated to SRSD research-a true landmark for this work.I began my work on the development of what became SRSD instruction in the late 1970s, based on the characteristics, strengths, and needs of students with LD when learning complex content and abilities. Here, I first provide a history of how SRSD came about and how it initially became focused on writing-something I have never had the chance to do in an article. McKeown et al. (this issue) provide an excellent overview of the initial foundations of what became SRSD, the flexible and recursive stages of instruction, and several of the characteristics of this instructional model; thus, I do not address these aspects here (detailed breakdowns and descriptions of each stage of SRSD instruction and its foundations are available: cf. Harris & Graham, 2009, 2018Harris et al., 2008). Next, I share my thoughts on the importance and the unique contributions of each article in this special issue. Finally, I conclude with some reflections on the future of SRSD instructional research. THE LITTLE-KNOWN HISTORY OF SRSDI begin with my undergraduate degrees-a significant part of my "life space" that led me toward developing what is now known as SRSD. Life space, somewhat simplified, is the combination of all the factors that develop, interact with, and influence a person's behavior at any time and over time. These factors come from an individual's environment, culture, family, community, educational experiences, and more; they interact with one's perspectives, needs, beliefs, values, abilities, personality, goals, motivation, and so on (Lewin, 1948(Lewin, ,1951(Lewin, /1997. I completed two undergraduate degrees from the University of Northern Colorado in 1974. This was before PL 94-142, the law that guaranteed all children a free

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Professional development for evidence-based SRSD writing instruction: Elevating fourth grade outcomes

Cited by 8 publications

References 40 publications

Instructional Coaches in Elementary Settings: Writing the Wave to Success with Self-Regulated Strategy Development for the Informational Genre

Instructional Coaches in Elementary Settings: Writing the Wave to Success with Self-Regulated Strategy Development for the Informational Genre

“I’m Not a Writing Teacher!”: Practice-Based Professional Development to Support Writing Instruction for General and Special Educators

SRSD Instructional Research for Students with or at‐Risk for LD across the Content Areas: History and Reflections

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