Self-Regulated Strategy Development in Writing
Self-Regulated Strategy Development in Writing
复制标题
写作中的自我调节策略发展
DOI：
10.1177/2372732215624216
复制
发表时间：
2016
影响因子：
3.8
通讯作者：
S. Graham
中科院分区：
文献类型：
--
作者：
K. Harris;S. Graham
美国学生在写作方面表现不佳，无论是典型的成就学生还是有学习障碍（LD）的学生。影响学习写作的因素包括写作和学习写作的复杂性，开发有效写作教学的挑战，教师为教学写作做好准备，以及当今学校使用的教学模式。这些因素影响了写作自我调节策略的发展，也影响了写作自我调节策略发展的科学依据。潜在的政策影响来自SRSD在循证实践、教师发展、课程开发和改革以及研究领域的研究。对于像SRSD这样的循证实践来改变教育，因为他们有医学，政策制定者和教育利益相关者，我们的学生和我们的学校之间的有效伙伴关系至关重要。
U.S. students are not performing well in writing, both typically achieving students and students with learning disabilities (LD). Factors that impact learning to write include the complexity of writing and learning to write, challenges in developing effective writing instruction, teacher preparation for teaching writing, and instructional models in use in today’s schools. These factors have influenced the development of Self-Regulated Strategy Development (SRSD) for writing, and its scientific evidence base. Potential policy implications follow from SRSD research in the areas of evidence-based practices, teacher development, curriculum development and reform, and research. For evidence-based practices such as SRSD to transform education, as they have medicine, effective partnerships between policymakers and education stakeholders, our students, and our schools are critical.
变革型和交易型领导：与循证实践的态度相关。
DOI：
10.1176/ps.2006.57.8.1162
发表时间：
2006
期刊：
Psychiatric services (Washington, D.C.)
影响因子：
--
作者：
Aarons,GregoryA
通讯作者：
Aarons,GregoryA