Professional development of teachers in the implementation of a strategy-focused writing intervention program for elementary students

Abstract

In this study we examined the effectiveness of Tekster [Texter], a comprehensive program for writing for the upper elementary grades, combining strategy instruction, text structure instruction, and the teaching of self-regulation skills with observational learning, explicit instruction, and (guided) practice to address both the focus of instruction (what is taught) and the mode of instruction (how it is taught). Further, we investigated the added value of a professional development program for teachers on the effectiveness and implementation of the intervention in the classroom, by adopting a teachers-training-teachers approach. One group of teachers (N = 31) was trained by experts, and subsequently trained their colleagues (N = 37). Quasi-experimental results showed that students' writing performance improved after the intervention (ES = 0.55), while generalizing over tasks, students, and teachers. Further, teachers became more positive and felt more efficacious about teaching writing after the intervention. There were no differences between trainers and trainees, which provides evidence for the spillover effect of professional development. To get more insight in how teachers implemented the intervention in their classroom and in the social validity of the intervention and the teachers-training-teachers approach, we triangulated postintervention questionnaires with classroom observations and interviews. This mixed methods approach revealed that both trainers and trainees were highly satisfied with the program and easily adapted their focus of instruction. However, for adjusting the mode of instruction more teacher support seems to be needed.

First‐Year Teachers’ Informational Reading Instruction: Prevalence, Quality, and Characteristics

“…First, variability in ratings of lesson quality indicates that a specific focus on the informational text genre might be just as important for teachers as for students, particularly with regard to strategy instruction. Research in text structure and text feature training for inservice teachers has been promising (Brugar & Roberts, 2017; Koster, Bouwer, & van den Bergh, 2017), likely because of the specific, job‐embedded content focus of this type of professional development (Penuel, Fishman, Yamaguchi, & Gallagher, 2007). Elements of ambitious instruction with informational text should also be considered for more in‐depth inclusion in preservice preparation experiences.…”

Writing Proficiency Levels Among Arabic and English Language Student Teachers and their Perceptions of Challenges in Writing Skill

“…This interpretation is in line with the results obtained by Ismail (2011) who reported that students had positive views about writing and demonstrated awareness of their writing needs and requirements. Thus, lack of suitable teaching materials and essential knowledge for teaching writing skills effectively are considered to be reasons that go beyond the shortcomings of language student teachers (Koster et al, 2017).…”

“…Koster, Bouwer, and Bergh (2017) write that, in the Netherlands and many other countries, concerns have been raised about the writing proficiency of language student teachers in terms of teaching students to ''[be] able to write coherent texts, with a simple linear structure on various familiar topics; the text includes an introduction, body, and ending" (p.1). Koster et al (2017) specified two reasons for the shortcomings of language student teachers: (1) lack of suitable teaching materials, and (2) lack of the necessary skills and knowledge to teach writing effectively (p.2). Teacher educators in preparation programmes often do not explain how student teachers should approach a writing task, discuss it, and provide constructive feedback.…”

Effects of a strategy-focused instructional program on the writing quality of upper elementary students in the Netherlands.

“…The third design team made peer modeling video clips that were used as part of Tekster instruction. After the writing tasks and video clips were created, the authors wrote the detailed lesson plans for each grade level and subsequently piloted the program (see Koster, Bouwer, & Van den Bergh, 2016).…”