Design Principles for Teaching Effective Writing: Theoretical and Empirical Grounded Principles

Raquel Fidalgo, Karen R. Harris, Martine Braaksma
Brill, 2018 - 324 pagina's
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This volume presents effective instructional programs focused on two perspectives on writing: the teaching and learning of writing as a skill and the use of writing as a learning activity in various school subjects or skills acquisition. It is focused on analysing micro-design features of the programs (such as learning activities, supporting materials, specific strategies, instructional techniques) but also, macro-design rules of intervention programs (such as, instructional sequence, instructional stages) based on research evidence provided for previous studies. This volume goes beyond a practical volume because it provides additional reflection and discussion about theoretical background and empirically based evidence which support the specific intervention programs described. Several chapters in this book include links to an Open Access e-book where teacher and student materials for the authors' instructional approaches can be found (see ToC).

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Over de auteur (2018)

Raquel Fidalgo, Ph.D., Titular de Universidad at Educational and Developmental Psychology Area of the University of León, Spain. Her research interests have been focused on metacognition and strategy and self-regulated instruction in writing field since 2001, participating in several edited books and peer-review publications.

Karen R. Harris Ed.D. (1981), Auburn University, is the Warner Professor of Education at Arizona State University. Formerly she was the Currey Ingram Professor at Vanderbilt University. She developed the Self-Regulated Strategy Development (SRSD) model of strategies instruction. SRSD has been most extensively researched in the area of writing, although researchers have also addressed applications in reading, math, and homework. She has published 14 books and over 200 articles and chapters.

Martine Braaksma works since 2015 as senior policy advisor at the Education Council of the Netherlands. Formerly she was assistant professor at the University of Amsterdam (Research Institute of Child Development and Education). Since 1996, she performed research in the field of writing. In 2002 she received her PhD (thesis: Observational learning in argumentative writing). Main research interests are: (measuring) writing processes, hypertext writing, writing interventions, observational learning, writing-to-learn, and transfer from writing to reading.

Contributors are: Antonio Valle, Begoña López-Campelo, Carla M. Firetto, Celestino Rodríguez, Charles A. MacArthur, D. Paul Haspel, Daphne van Weijen, Elena Martín Ortega, Elliane Tuero, Estrella Fernández, Gert Rijlaarsdam, Isabel Martínez Álvarez, Jesús N. García, José Carlos Núñez, Julia Högemann, Karen R. Harris, Lauren Valasa Foxworth, Linda H. Mason, Liwei Wei, Mar Mateos Sanz, Mark Torrance, Martine Braaksma, Mengyi Li, P. Karen Murphy, Patricia Robledo-Ramón, Pedro Rosário, Rachel M. V. Croninger, Raquel Fidalgo, Rebeca Cerezo, Saskia Rietdijk, Steve Graham, andTanja Janssen.

Bibliografische gegevens