对有特殊需要和无特殊需要的中学生进行分层支持的写作策略教学的个案研究

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Preventing School Failure Pub Date : 2021-12-21 DOI:10.1080/1045988X.2021.2016568

Nanho Vander Hart, Mary Power

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引用次数: 0

摘要

摘要在实际课堂中，考察了写作策略教学对三名中学生叙事写作成绩的影响。结果表明，写作策略教学提高了残疾学生和非残疾学生的写作成绩，也提高了英语学习者在获得分层支持时的写作成绩。未来需要对教师在写作策略教学方面的发展以及其他循证写作教学的实施进行研究。

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Teaching writing strategies with tiered supports for middle school students with and without special needs: a case study

Abstract The effect of writing strategy instruction on three middle school students’ narrative writing performance in actual classrooms was investigated. The results indicated that the writing strategy instruction improved writing performance of students with and without disabilities, as well as students who were English language learners when provided with tiered supports. Future research is needed on faculty development on writing strategy instruction and the implementation of other evidence-based writing instruction.

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.