Educator Perceptions of a Schoolwide Writing Intervention Implementation: Implications for Practice

Autor/inn/en	Smith, Heather Haynes; Crim, Courtney Lambert; Bos, Samantha
Titel	Educator Perceptions of a Schoolwide Writing Intervention Implementation: Implications for Practice
Quelle	In: Preventing School Failure, 63 (2019) 1, S.12-23 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2018.1456401
Schlagwörter	Elementary School Teachers; Secondary School Teachers; Intervention; Learning Disabilities; Writing Instruction; Program Implementation; Learning Strategies; Writing Skills; Writing Improvement; Skill Development; Writing Across the Curriculum; Private Schools; Teaching Methods; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Learning handicap; Lernbehinderung; Schreibunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Writing skill; Schreibfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Private school; Privatschule; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	Students with disabilities continue to perform below peers without disabilities in writing. To address the need for improving written expression for students with learning differences, schools are implementing instructional strategies. This study investigated teacher perceptions of a four-year, schoolwide, K-12 implementation of strategic instruction model (SIM) learning strategies addressing written expression. A survey (n = 22) and semistructured interviews (n = 16) were administered to examine the perceptions of educators on schoolwide supports to strengthen writing skills across all grades and content areas. The analysis of these data can provide insight to faculty knowledge and attitudes toward implementation of SIM as well as guidance to inform change and implementation practices in providing targeted intervention in writing to address K-12 goals for students with various learning differences. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01