Collaborative Reasoning with Strategy Instruction for Opinion Writing in Primary Grades: Two Cycles of Design Research

Autor/inn/en	Traga Philippakos, Zoi A.; MacArthur, Charles A.; Munsell, Sarah
Titel	Collaborative Reasoning with Strategy Instruction for Opinion Writing in Primary Grades: Two Cycles of Design Research
Quelle	In: Reading & Writing Quarterly, 34 (2018) 6, S.485-504 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2018.1480438
Schlagwörter	Kindergarten; Grade 1; Grade 2; Elementary School Students; Primary Education; Persuasive Discourse; Abstract Reasoning; Writing (Composition); Writing Instruction; Essays; Elementary School Teachers; Faculty Development; Instructional Design; Writing Evaluation; Outcomes of Education + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Primarbereich; Persuasion; Persuasive Kommunikation; Abstraktes Denken; Denken; Schreibübung; Schreibunterricht; Essay; Aufsatzunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernleistung; Schulerfolg
Abstract	Argumentation is challenging for young learners. We used design research to develop an intervention that was based on principles of dialogic argumentation and strategy instruction and used genre elements to guide planning and evaluation for revision. Instruction included oral discussion of children's books, written responses to reading, and the writing of argumentative essays. We based professional development (PD) on the principles of practice-based PD. The study included 2 cycles of design research with implementation of PD and the instructional approach. Cycle 1 included kindergarten and 1st grade (7 weeks, 168 students, 10 teachers); Cycle 2 included kindergarten, 1st grade, and 2nd grade (5 weeks, 229 students, 12 teachers). We made improvements to instruction and PD between cycles based on the design research. Pretest--posttest comparisons showed improvements in quality in both cycles and more genre elements in Cycle 2. Teachers responded positively to PD. We discuss limitations and implications for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01