ORCID Profile
0000-0002-1683-9906
Current Organisations
Edith Cowan University
,
Murdoch University
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Publisher: Informa UK Limited
Date: 16-12-2015
Publisher: Informa UK Limited
Date: 18-02-2021
Publisher: Springer Science and Business Media LLC
Date: 06-06-2017
Publisher: Springer Science and Business Media LLC
Date: 13-11-2020
Publisher: SAGE Publications
Date: 17-09-2014
Abstract: This study reports on the construction of a questionnaire to assess ninth-grade students’ use of self-regulated strategies for school writing tasks. Exploratory and confirmatory factorial analyses were conducted to validate the factor structure of the instrument. The initial factor analytic stage ( n = 296) revealed a 13-factor scale, accounting for 61.35% of the variance. Cross-cultural validation was carried out involving Portuguese and Brazilian students ( n = 732). Multi-group analyses of invariance were performed on the two s les. Results support a theoretically driven second-order model assessing 12 self-regulated strategies for writing. Full configural and metric invariance were established, suggesting that the 34-item measure may be robust to assess the model under investigation across cultures. Findings suggest that the instrument can be a valid theory-based assessment tool to help researchers and practitioners examine how students in transition to high school initiate and control their school writing tasks.
Publisher: Walter de Gruyter GmbH
Date: 27-11-2017
Abstract: We investigated cross-cultural differences in ninth-grade students’ reported use of self-regulated strategies for writing. We assessed 12 self-regulated strategies for writing tapping environmental, behavioural, and personal self-regulated processes. Seven hundred and thirty-two Portuguese and Brazilian students in transition to high school (M age = 14.3 372 male and 306 female) from mainstream urban schools reported on their use of the strategies. Statistical analyses included a multivariate analysis of variance (MANOVA) with 12 dependent variables (self-regulated strategies for writing) and 2 between-subjects variables (country and gender). There were significant main effects for country with medium effect sizes and statistically significant small effect sizes for gender main effects. All-male and all-female comparisons indicated significant differences and medium effect sizes within gender groups. The majority of the differences tapped personal self-regulated strategies. Taken together, these findings suggest that initiating and controlling writing may be a contextualised bounded process.
Publisher: ARLE (International Association for Research in L1 Education)
Date: 02-2019
Publisher: SAGE Publications
Date: 26-02-2021
Abstract: The needs of struggling literacy learners beyond the early years of schooling warrant greater attention. For struggling literacy learners to attain their academic, vocational, and social goals, schools should position literacy as a whole school priority and enhance opportunities for student literacy learning across all learning areas. However, it is not known if literacy is typically supported as a whole school commitment in contemporary secondary schools. This paper draws on survey data from the Australian nation-wide 2019 Supporting Struggling Secondary Literacy Learners (SSSLL) project. Findings suggest that many mainstream secondary school teachers do not perceive that there is a whole-school approach to support struggling literacy learners in their schools, or that there are adequate strategies and supports to meet the needs of struggling literacy learners in their schools. Findings also suggest that regardless of place, school leadership commitment to ensuring that struggling literacy learners have their literacy skills developed across all learning areas may be crucial to the realization of a supportive whole-school culture for struggling literacy learners.
Publisher: Elsevier BV
Date: 07-2020
Publisher: Project MUSE
Date: 2016
Publisher: Springer Science and Business Media LLC
Date: 24-11-2015
Publisher: Springer Science and Business Media LLC
Date: 05-05-2022
DOI: 10.1007/S11145-022-10294-2
Abstract: Providing adequate writing instruction and practice in schools is an essential cornerstone of writing development and it affords a diagnostic approach for teachers. But what writing instruction is being practiced in Australian primary schools? The aim of this study was to survey a s le of teachers (n = 310) about their instructional practices for writing and their preparation and self-efficacy to teach writing. The majority of the teachers surveyed indicated they allocated on average less than three hours per week for writing practice in their classrooms, with findings further showing a large variability in the frequency of writing practice ranging from 15 min to 7.5 h per week. Findings suggested an emphasis placed on teaching foundational skills, such as spelling, over the teaching of process skills, such as planning and revising. Results further indicated that less emphasis is placed on teaching handwriting and typing. The majority of participating teachers reported implementing only six of the 20 different instructional practices included in the survey on a weekly basis, with school-home strategies being the least frequently reported strategies to foster students’ writing development. Most teachers expressed positive beliefs about their preparation and self-efficacy for teaching writing. Results from multiple regression analysis showed that preparation and self-efficacy for teaching writing significantly and statistically accounted for variability in using evidence-based practices, teaching foundational skills, and teaching process skills. However, only self-efficacy made a statically significant contribution to predicting strategies to extend writing to the home environment. Implications for teaching and recommendations for research are provided.
Location: United Kingdom of Great Britain and Northern Ireland
Start Date: 2020
End Date: 2023
Funder: Ian Potter Foundation
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