The Pathway to Academic Success: Scaling Up a Text-Based Analytical Writing Intervention for Latinos and English Learners in Secondary School

Autor/inn/en	Olson, Carol Booth; Woodworth, Katrina; Arshan, Nicole; Black, Rebecca; Chung, Huy Q.; D'Aoust, Catherine; Dewar, Tim; Friedrich, Linda; Godfrey, Lauren; Land, Robert; Matuchniak, Tina; Scarcella, Robin; Stowell, Laurie
Titel	The Pathway to Academic Success: Scaling Up a Text-Based Analytical Writing Intervention for Latinos and English Learners in Secondary School
Quelle	In: Journal of Educational Psychology, 112 (2020) 4, S.701-717 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000387
Schlagwörter	Secondary School Students; Hispanic American Students; English Language Learners; Academic Language; Language Arts; Common Core State Standards; Professional Development; Urban Schools; Writing Instruction; Literacy; Writing Achievement; Achievement Gap; Program Effectiveness; English Teachers; Disadvantaged Youth; Thinking Skills; Writing Tests; Reading Writing Relationship; California + Suchen Sie Ihr Suchwort? Sekundarschüler; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Sprachkultur; Common core curriculum; Curriculum; Kerncurriculum; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schreibunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Benachteiligter Jugendlicher; Denkfähigkeit; Writing test; Schreibtest; Kalifornien
Abstract	This study reports findings from a multisite cluster randomized controlled trial designed to validate and scale up an existing successful professional development program that uses a cognitive strategies approach to text-based analytical writing. The Pathway to Academic Success Project worked with partner districts affiliated with 4 National Writing Project (NWP) sites in southern California. Informed by a wide body of research on the efficacy of strategy instruction to enhance students' academic literacy, the intervention aimed to help secondary school students, particularly Latinos and mainstreamed English learners, to develop the academic writing skills called for in the rigorous Common Core State Standards for English Language Arts. Two hundred thirty teachers from partner districts affiliated with the NWP sites were stratified by school and grade and then randomly assigned to the treatment or control group. Treatment teachers participated in 46 hrs of training and learned how to apply cognitive strategies by using an on-demand writing assessment to help students understand, interpret, and write analytical essays about nonfiction texts. Multilevel models revealed significant effects on a holistic measure of an on-demand writing assessment (d = 0.32) as well as on 4 analytic attributes: content (d = 0.31), structure (d = 0.29), fluency (d = 0.27), and conventions (d = 0.32). Four dimensions of scaling up--spread, reform ownership, depth, and sustainability--are also discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01