Do sixth-grade writers need process strategies?

Background: Strategy-focussed writing instruction trains students both to set explicit product goals and to adopt specific procedural strategies, particularly for planning text. A number of studies have demonstrated that strategy-focussed writing instruction is effective in developing writing performance. Aim: The present study aimed to determine whether teaching process strategies provides additional benefit over teaching students to set product goals. Sample: 94 typically developing Spanish sixth-grade (upper primary) students. Method: Students received 10 hours of instruction in one of three conditions: Strategy-focussed training in setting product goals and in writing procedures (planning and revision; Product-and-Process), strategy-focussed training in setting product goals (Product-Only), and product-focussed instruction (Control). Students' writing performance was assessed before, during, and after intervention with process measures based on probed self-report and holistic and text-analytic measures of text quality. Results: Training that included process instruction was successful in changing students' writing processes, with no equivalent process changes in the Product-Only or control conditions. Both Process-and-Product and Product-Only conditions resulted in substantial improvements in the quality of students' texts relative to controls, but with no evidence of benefits of process instruction over those provided by the Product-Only condition. Teaching process substantially increased time-on-task. Conclusions: Our findings confirm the value of strategy-focussed writing instruction, but question the value of training specific process strategies

Effects of direct instruction and strategy modelling on upper-primary students' writing development

Strategy-focused instruction is one of the most effective approaches to improve writing skills. It aims to teach developing writers strategies that give them executive control over their writing processes. Programs under this kind of instruction tend to have multiple components that include direct instruction, modeling and scaffolded practice. This multi-component nature has two drawbacks: it makes implementation challenging due to the amount of time and training required to perform each stage, and it is difficult to determine the underlying mechanisms that contribute to its effectiveness. To unpack why strategy-focused instruction is effective, we explored the specific effects of two key components: direct teaching of writing strategies and modeling of strategy use. Six classes (133 students) of upper-primary education were randomly assigned to one of the two experimental conditions, in which students received instruction aimed at developing effective strategies for planning and drafting, or control group with no strategy instruction: Direct Instruction (N = 46), Modeling (N = 45), and Control (N = 42). Writing performance was assessed before the intervention and immediately after the intervention with two tasks, one collaborative and the other one individual to explore whether differential effects resulted from students writing alone or in pairs. Writing performance was assessed through reader-based and text-based measures of text quality. Results at post-test showed similar improvement in both intervention conditions, relatively to controls, in all measures and in both the collaborative and the individual task. No statistically significant differences were observed between experimental conditions. These findings suggest that both components, direct teaching and modeling, are equally effective in improving writing skills in upper primary students, and these effects are present even after a short training

Human Rights, Trans Athletes and Intersex Athletes in Sport

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Evaluating effects of different forms of revision instruction in upper-primary students

p. 1741-1767This study aimed to establish (a) whether teaching students revision skills provides beneft over and above teaching strategies for setting explicit goals for the communicative efect of their text, and (b) whether teaching students to adopt specifc revision strategies provides benefts over revision instruction that focusses on increasing students’ awareness of audience needs. Six classes of Spanish sixth-grade students (N=107, 11–12 years) were randomly assigned to one of three conditions. In all three conditions students were taught to set communicative goals. Students in the Strategy Focused condition were then taught a 6-step revision strategy. Students in the Reader Focused condition observed a reader trying to comprehend a text and suggesting ways in which it might be improved. Students in a control condition continued with goal-setting practice. Students’ writing performance was assessed through composition and revision tasks before and immediately after intervention, 2 months post-intervention, and for transfer to an untaught genre. Writing performance and revision skills improved more in the two revision-instruction conditions than for students in the control condition. The improvements were large, persistent and transferred to a diferent type of text. We found no statistically signifcant diferences between the two revision conditions. Findings suggest that specifc revision instruction benefts sixth-grade students’ writing performance and revision skills, but that strategy-focused and reader-focused approaches are similarly efectiveS

Análise da estrutura fatorial dos Testes de Torrance em estudantes portugueses

In order to verify the factorial structures of the Torrance verbal and figural tests, two activities of each instrument were applied with 193 students from the 10th and 12th years of education in Portugal. We tried to demonstrate that the collinearity of the fluency and flexibility variables could create methodological artifacts that hinder the understanding of the internal structure underlying the test. The principal component analysis without control of collinearity indicated a solution composed of four basic factors that separeted activities. Controlling for collinearity, we found a new solution, which also contained four factors that, unlike the previous result, grouped variables with similar processes but of different activities. The verbal and figural content is also an important element in the factor structure. This new arrangement makes more sense with the theory that underlies the instruments separating the different processes and content which are being measured by the activities.Com a finalidade de verificar a estrutura fatorial dos testes de Torrance, duas atividades verbais e duas figurais foram aplicadas em 193 estudantes do 10º e 12º ano do ensino secundário de Portugal. Tentou-se demonstrar que a colinearidade das variáveis fluência e flexibilidade podem criar artefatos metodológicos que dificultam o entendimento da estrutura interna subjacente ao teste. A análise fatorial dos componentes principais, sem controle da colinearidade, indicou uma solução composta por quatro fatores que separam basicamente as atividades. Controlando-se a colinearidade, encontrou-se uma nova solução, também composta por quatro fatores, que, diferentemente da anterior, organizou variáveis com processos semelhantes, mas de diferentes atividades. O tipo de conteúdo, verbal e figural, mostrou-se ainda um importante elemento na organização dos fatores. Esse novo arranjo fez mais sentido diante da teoria que embasa os instrumentos, ao separar os diferentes processos e conteúdos por eles avaliados

Classroom assessment and education: challenging the assumptions of socialisation and instrumentality

The opportunity offered by the Umea Symposium to probe the intersection of quality and assessment immediately brings into focus a wider issue – that of the quality of education which assessment aspires to support. Prompted by recent research into formative assessment in Scottish primary school contexts, the paper explores how formative assessment has become associated with an overly benign understanding of learning which misrecognises the possibility of undesirable learning and does not seem to address the inherently political nature of education. Having illuminated the potential inequities of formative assessment practices, the paper then asks what role formative assessment might play to support an understanding of education that is not simply about the transmission of traditional social norms, but also aspires to illuminate their social construction and their political nature

Determining utility values related to malaria and malaria chemoprophylaxis

<p>Abstract</p> <p>Background</p> <p>Chemoprophylaxis for travellers' malaria is problematic. Decision modeling may help determine optimal prevention strategies for travellers' malaria. Such models can fully assess effect of drug use and disease on quality of life, and help travellers make informed values based decisions. Such models require utility values reflecting societal preferences over different health states of relevance. To date, there are no published utility values relating to clinical malaria or chemoprophylaxis adverse events.</p> <p>Methods</p> <p>Utility estimates for health states related to falciparum malaria, sequelae and drug-related adverse events were obtained using a self-administered visual analogue scale in 20 individuals. Utility values for health states related to clinical malaria were obtained from a survey of 11 malaria experts questioned about length of hospital stay or equivalent disability with simple and severe travellers' malaria.</p> <p>Results</p> <p>The general public (potential travellers), were more tolerant of taking prophylaxis if associated with no or mild AEs and least tolerant of mild sequelae from malaria and severe drug related events. The rating value reported for taking no prophylaxis was quite variable. Tropical medicine specialists estimated a mean hospital stay 3.23 days (range 0.5-4.5 days) for simple and 6.36 days (range 4.5 - 7 days) for severe malaria.</p> <p>Conclusions</p> <p>This study provides a benchmark for important utility value estimates for modeling malaria and drug-related outcomes in non-immune travellers.</p

Modeling the interaction of light between diffuse surfaces

Mary Wollstonecraft and her daughter Mary Shelley are arguably the most important female writers of the eighteenth and nineteenth century, while Wollstonecraft is one of the most significant contributors to the women’s rights movement, with some of her ideas expressed in A Vindication of the Rights of Woman being referenced in the modern-day laws about the rights of women. This paper will analyze the life and work of Mary Wollstonecraft and Mary Shelley, focusing mostly on their most famous and most significant works, A Vindication of the Rights of Woman and Frankenstein; or The Modern Prometheus, respectively. Furthermore, it will analyze the position of women through the biographies of both writers and the autobiographical elements in their works, as well as through the analysis of the female characters in Frankenstein; or, The Modern Prometheus as a representation of more or less typical women of the time. Finally, it will search for and analyze the influence of Mary Shelley’s mother’s works and ideas on her writing in Frankenstein; or, The Modern Prometheus and her work in general. The aim of this BA paper is to analyze the position of women in society and literature through the above mentioned aspects of the life and work of Mary Wollstonecraft and Mary Shelley and to prove the importance of both of these authors, but especially Wollstonecraft, in the female struggle for obtaining the most basic human rights and the still persisting fight for gender equality