Teacher-implemented self-regulated strategy development instruction for story writing with year 2 students in Aotearoa/New Zealand: A mixed methods study. (November 2022)

• Record Type: Journal Article
• Authors: Finlayson, Kristen; McCrudden, Matthew T.
• Is Part Of: Teaching and teacher education. Volume 119(2023)
• Publication Date: 2022-11
• Subjects: Elementary story writing -- Mixed methods intervention design -- Self-regulated strategy development -- Writing instruction; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2022.103846
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: This mixed methods study investigated the effectiveness and social validity of a teacher-implemented story writing intervention in a primary school in Aotearoa/New Zealand. A quasi-experiment indicated students who received the intervention showed higher gains in holistic quality, number and quality of story elements, and total words written compared to students who received their regular instruction. In an interview, the teacher indicated the intervention was appropriate to meet the needs of the students, had acceptable procedures, and meaningful outcomes. Thus, the quantitative and qualitative data converged to indicate the intervention was effective and had social validity. Highlights: Primary school teachers in Aotearoa/New Zealand received professional development on teaching story writing. A teacher-implemented intervention using self-regulated strategy development for story writing promoted student writing. Teachers indicated the intervention was appropriate for students, had acceptable procedures, and meaningful outcomes. The quantitative and qualitative data converged; indicating the intervention was effective and socially valid.