Persuasive Writing in Rural Middle Schools: A Randomized Control Study

• In Event: 35.082 - Roundtable Session 14
  In Roundtable Session: 35.082-23 - Academic Supports, Educational Outcomes, and Assistive Technology: Implications for Individuals With Disabilities

Abstract

Students with disabilities in rural schools are noted to have lower academic success than peers from metropolitan areas. Given the remote context of rural schools, developing methods for professional development (PD) that targets improving academic skills is critical. In a randomized control experimental study in 4 U.S. states, the effects of face-to-face plus video-conferencing PD for improving 6th grade teachers’ classroom instruction for persuasive written expression was evaluated. Results indicated that PD had positive impact on students’ writing. Implications for PD and resulting impact for students with disabilities and English Language Learners in rural schools will be discussed.

Authors

• Linda H. Mason, University of North Carolina - Chapel Hill

• Anne Mong-Cramer, The Pennsylvania State University - Altoona

• Cheryl Varghese, University of North Carolina - Chapel Hill

• Justin Garwood, University of North Carolina - Chapel Hill

• Jill V. Hamm, University of North Carolina - Chapel Hill

• Allen Murray