A Quantitative Synthesis of Research on Writing Approaches in Grades 2 to 12. Best Evidence Encyclopedia (BEE)

Autor/inn/en	Slavin, Robert E.; Lake, Cynthia; Inns, Amanda; Baye, Ariane; Dachet, Dylan; Haslam, Jonathan
Institution	Johns Hopkins University, Center for Research and Reform in Education (CRRE)
Titel	A Quantitative Synthesis of Research on Writing Approaches in Grades 2 to 12. Best Evidence Encyclopedia (BEE)
Quelle	(2019), (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Research; Writing Instruction; Elementary Secondary Education; Program Effectiveness; Writing Achievement; Writing Processes; Cooperative Learning + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Schreibunterricht; Kooperatives Lernen
Abstract	This paper reviews research on outcomes of writing programs for students in grades 2 to 12. Studies had to meet rigorous standards of research including use of randomized or well-matched control groups, measures independent of the program developers, researchers, and teachers, and adequate sample size and duration. Fourteen studies of 12 programs met the standards. Twelve (86%) were randomized, two matched. Programs were divided into three categories. Student achievement effects on writing were positive on average in all categories (Effect Size=+0.18), with similar outcomes for writing programs focused on the writing process (ES=+0.17), those using cooperative learning (ES=+0.16), and those focusing on interactions between reading and writing (ES=+0.19). (As Provided).
Anmerkungen	Center for Research and Reform in Education. Available from: School of Education Johns Hopkins University. 200 West Towsontown Boulevard, Baltimore, MD 21204. Tel: 410-616-2407; Fax: 410-324-4444; e-mail: thebee@bestevidence.org; Web site: https://education.jhu.edu/crre/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01