Practice-Based Professional Development for Self-Regulated Strategy Development With At-Risk Writers in Second Grade

• In Event: 26.079 - Roundtable Session 7
  In Roundtable Session: 26.079-10 - Learning From Differences in Professional Development

Abstract

In this randomized controlled study, we investigated the impact of Practice Based Professional Development (PBPD) on implementation of Self-Regulated Strategy Development (SRSD) by 11 second grade teachers with small groups of students at-risk for in writing randomly assigned to treatment and control conditions in each teacher’s classroom. Control students received regular classroom instruction from their teachers. Teachers implemented SRSD instruction with fidelity and reported high social validity. Significant effects were found for genre elements and story quality at both posttest and maintenance; effect sizes were large (.89 to 1.65). Significant generalization was found to personal narrative (effect sizes were .98 for elements and .88 for quality). These results are critical given failure of much PD research (Hill et al., 2013).

Authors

• Karen R. Harris, Arizona State University

• Steve Graham, Arizona State University