Improving Writing Quality: Evaluation Report and Executive Summary

Autor/inn/en	Torgerson, David; Torgerson, Carole; Ainsworth, Hannah; Buckley, Hannah; Heaps, Clare; Hewitt, Catherine; Mitchell, Natasha
Institution	Education Endowment Foundation (EEF) (United Kingdom); University of York (United Kingdom); Durham University (United Kingdom)
Titel	Improving Writing Quality: Evaluation Report and Executive Summary
Quelle	(2014), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Writing (Composition); Writing Instruction; Elementary School Students; Elementary School Teachers; Randomized Controlled Trials; Comparative Analysis; Teaching Methods; Program Evaluation; Program Effectiveness; Foreign Countries; Learning Strategies; Self Management; Socioeconomic Status; Low Income Groups; Student Characteristics; Intervention; Statistical Analysis; Regression (Statistics); Classroom Observation Techniques; Interviews; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schreibübung; Schreibunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Programme evaluation; Programmevaluation; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstmanagement; Socio-economic status; Sozioökonomischer Status; Statistische Analyse; Regression; Regressionsanalyse; Interviewing; Interviewtechnik
Abstract	Self-Regulated Strategy Development (SRSD) is a writing process model in which students are encouraged to plan, draft, edit, and revise their writing. In this evaluation 23 primary schools and their Year 6 teachers in the Calderdale area of West Yorkshire were randomly allocated to receive training in the SRSD approach from an external consultant. Twelve schools were allocated to the comparison group and 11 schools to the intervention group. The evaluation was set up as an efficacy trial to test the impact of using SRSD in conjunction with memorable experiences at the transition from primary to secondary school. The study was well conducted with independent randomisation and a moderate sample size. Intention-to-treat analysis was used (i.e., pupils were compared in the groups to which they were originally randomly assigned), blind marking of the test papers was undertaken, and the analysis was adjusted for school randomisation. Key conclusions include: (1) The approach had a strong positive effect on the writing outcomes of low attaining pupils at the transition from primary to secondary school among a sample of pupils in State schools in the West Yorkshire area; (2) The approach had beneficial effects for both free school meals (FSM) and non-FSM pupils; (3) These findings, in combination with existing evidence from the United States and elsewhere, suggest that the Self-Regulated Strategy Development approach has substantial promise as a literacy catch-up approach; (4) A larger effectiveness trial could be commissioned to test the approach on a larger scale and with other age groups; and (5) Teachers were trained in the SRSD approach by the North American developers, but adapted it in some ways for an English context. (ERIC).
Anmerkungen	Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01