USD $144.00
Conceptualizing, Designing, Implementing, and Evaluating Writing Interventions
Series: - Studies in Writing, Volume: 40
This book takes a fresh look at the challenge of setting up educational writing intervention studies in authentic class contexts. In four sections, the book offers innovative approaches on how to conceptualize, design, implement, and evaluate writing interventions for research purposes. Hot topics in the field such as professional development for scaling up writing interventions, building research practice partnerships, implementation variation and fidelity, and response to intervention are addressed. To illustrate the proposed approaches for writing promotion, the book showcases a wide variety of writing interventions from around the world, ranging from single-participant designs to large-scale intervention studies in writing.
Fien De Smedt, Ph.D. (2019), Ghent University, is a postdoctoral researcher at the Department of Educational Studies at that Univeristy. Her research mainly focusses on how to foster elementary and secondary school students' writing skills and motivation.
Renske Bouwer is Assistant Professor in Language and Education at Utrecht University. She combines theories from educational sciences, psychology and linguistics to improve the writing skills of students in all educational levels. She also investigates the merits of comparative assessment methods for the formative and summative assessment of writing.
Teresa Limpo is Assistant Professor at the Faculty of Psychology and Education Sciences at the University of Porto. Her main research interest involves the relationship between non-academic skills (e.g., motivation, mindfulness, physical activity) and academic achievement, including writing.
Steve Graham is a Regents and the Warner Professor in the Division of Leadership and Innovation in Teachers College. He completed his Ed.D. at the University of Kansas. For 42 years he has studied how writing develops, how to teach it effectively, and how writing can be used to support reading and learning. His research involves typically developing writers and students with special needs in both elementary and secondary schools, with much of occurring in classrooms in urban schools.
Renske Bouwer is Assistant Professor in Language and Education at Utrecht University. She combines theories from educational sciences, psychology and linguistics to improve the writing skills of students in all educational levels. She also investigates the merits of comparative assessment methods for the formative and summative assessment of writing.
Teresa Limpo is Assistant Professor at the Faculty of Psychology and Education Sciences at the University of Porto. Her main research interest involves the relationship between non-academic skills (e.g., motivation, mindfulness, physical activity) and academic achievement, including writing.
Steve Graham is a Regents and the Warner Professor in the Division of Leadership and Innovation in Teachers College. He completed his Ed.D. at the University of Kansas. For 42 years he has studied how writing develops, how to teach it effectively, and how writing can be used to support reading and learning. His research involves typically developing writers and students with special needs in both elementary and secondary schools, with much of occurring in classrooms in urban schools.
List of Figures
List of Tables
Notes on Contributors
1 Writing Intervention Research in Authentic Classroom Contexts: A Brief Introduction
Fien De Smedt, Renske Bouwer, Teresa Limpo and Steve Graham
2 Writing Instruction and Intervention Research: A Historical and Theoretical Perspective
Steve Graham
3 Designing and Reporting Interventions: From a Blueprint to a Systematic and Analytic Description
Fien De Smedt
4 Designing Large-Scale Intervention Studies to Identify What Works in Writing
Kausalai (Kay) Wijekumar, Puiwa Lei and Herb Turner
5 Single Participant Designs: A Successful Method for Validating Writing Instruction
Jean Schumaker
6 Practice-Based Professional Development for Scaling Up Writing Interventions: Lessons Learned and Challenges Remaining
Karen Harris, April Camping and Debra McKeown
7 Implementing Interventions in Authentic Classroom Contexts
Researching with Professional Communities through Building Research Practice Partnerships
Judy Parr, Debra Myhill and Rebecca Jesson
8 Fidelity of Implementation
Amy Gillespie Rouse
9 Response to Intervention as a Framework to Implement Writing Interventions: Opportunities and Challenges
María Arrimada
10 Guidelines for the Validation of Writing Assessment in Intervention Studies
Renske Bouwer, Elke Van Steendam and Marije Lesterhuis
11 Process Measures as Input for and as Outcome of Writing Intervention Studies
Nina Vandermeulen
12 Evaluating the Effectiveness of Writing Interventions: Motivational Outcomes
Sharon Zumbrunn and Roger Bruning
13 Qualitative and Mixed Methods in Assessing Writing Interventions
Anna Hall, Beth Beschorner, Kelley White and Qianyi Gao
14 On Multilevel Modeling in Writing Research: An Example
Huub van den Bergh and Sven De Maeyer
15 Reflections on Some Key Issues in Research on Writing Interventions
Charles A. MacArthur
Index
List of Tables
Notes on Contributors
1 Writing Intervention Research in Authentic Classroom Contexts: A Brief Introduction
Fien De Smedt, Renske Bouwer, Teresa Limpo and Steve Graham
Part 1 Conceptualizing a Writing Intervention
2 Writing Instruction and Intervention Research: A Historical and Theoretical Perspective
Steve Graham
Part 2 Designing High-Quality Interventions Research in Writing
3 Designing and Reporting Interventions: From a Blueprint to a Systematic and Analytic Description
Fien De Smedt
4 Designing Large-Scale Intervention Studies to Identify What Works in Writing
Kausalai (Kay) Wijekumar, Puiwa Lei and Herb Turner
5 Single Participant Designs: A Successful Method for Validating Writing Instruction
Jean Schumaker
Part 3 Implementing Writing Interventions in Authentic Classroom Contexts
6 Practice-Based Professional Development for Scaling Up Writing Interventions: Lessons Learned and Challenges Remaining
Karen Harris, April Camping and Debra McKeown
7 Implementing Interventions in Authentic Classroom Contexts
Researching with Professional Communities through Building Research Practice Partnerships
Judy Parr, Debra Myhill and Rebecca Jesson
8 Fidelity of Implementation
Amy Gillespie Rouse
9 Response to Intervention as a Framework to Implement Writing Interventions: Opportunities and Challenges
María Arrimada
Part 4 Evaluating the Effectiveness of Writing Interventions
10 Guidelines for the Validation of Writing Assessment in Intervention Studies
Renske Bouwer, Elke Van Steendam and Marije Lesterhuis
11 Process Measures as Input for and as Outcome of Writing Intervention Studies
Nina Vandermeulen
12 Evaluating the Effectiveness of Writing Interventions: Motivational Outcomes
Sharon Zumbrunn and Roger Bruning
13 Qualitative and Mixed Methods in Assessing Writing Interventions
Anna Hall, Beth Beschorner, Kelley White and Qianyi Gao
14 On Multilevel Modeling in Writing Research: An Example
Huub van den Bergh and Sven De Maeyer
15 Reflections on Some Key Issues in Research on Writing Interventions
Charles A. MacArthur
Index
The book is of interest for a wide variety of educational intervention researchers and practitioners (fundamentally theoretical, design-based and practice-based) and for graduate students’ courses on (literacy) intervention research.