Structured Abstract
Setting
Approximately 2 to 3 schools (10 classrooms) will participate in the initial pilot study, and 15 Title I schools (45 classes) will participate in the formal year-long impact evaluations, including schools in Connecticut, Georgia, New Jersey, and Florida.
Sample
Approximately 45 grade 4 and 5 teachers will be recruited along with nearly 2300 students from high-poverty Title I schools. More than 40 percent of the students are anticipated to be eligible for free and reduced-price lunch.
The Success for All Foundation Writing Program called, Writing Wings, will serve as the basis for a professional development, cooperative writing program, using well-structured writing teams, instruction in common writing genres, metacognitive skills, and mechanics skills, and emphasizing teacher's learning communities and multimedia modeling of effective strategies.
Research design and methods
This study will be completed using a development phase followed by a randomized quasi-experiment of potential efficacy. In phase 1, single units (3 to 4 week duration) of the program will be evaluated by measuring student outcomes and rating quality of implementation by teachers. Information obtained during this phase will be used to modify each unit and the overall strategy. In phase 2, schools will be matched on factors including free lunch counts, prior achievement, and ethnicity and randomly assigned to each of the three experimental conditions (intervention + multimedia, intervention, practice-as-usual). There will be at least 2 grade 4 or 5 teachers per school and teachers will be offered all materials at no cost and receive a small stipend for participation. Teachers will administer writing achievement pre- and posttests to their students, with proctoring by project staff. At the end of the study, all teachers will receive all training and materials, equalizing motivation to participate.
Control condition
There will be a comparison and control condition: (1) Comparison - professional development for the experimental treatment without multimedia clips, (2) Control - district's current professional development for a writing program using a traditional writing textbook (practice-as-usual).
Key measures
In phase 1, writing prompts to the units introduced will be administered as pre-and posttests, and scored holistically using the same procedures as used in the Stanford Writing Assessment (3rd edition). In phase 2, students will take the Stanford Writing Assessment (3rd ed.), trainers will rate implementation quality, and teachers will be administered questionnaires regarding practices and perceptions of programs.
Data analytic strategy
The primary analyses will include teacher implementation quality and perceptions and student writing achievement outcomes. In phase 1, preliminary unit-by-unit evaluation data will be analyzed using Analyses of Covariance (ANCOVA) with pretests as covariates. In phase 2, the question of potential efficacy will be answered using multivariate analyses of covariance (MANCOVA) with pretests as covariates and Huber-White corrections for clustering.
People and institutions involved
IES program contact(s)
Products and publications
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications
Books
Slavin, R.E., Madden, N.A., Chambers, B., and Haxby, B. (2009). Two Million Children: Success for All.(2nd ed.). Thousand Oaks, CA: Corwin Press.
Journal articles
Madden, N.A., Slavin, R.E., Logan, M., and Cheung, A. (2011). Effects of Cooperative Writing with Embedded Multimedia: A Randomized Experiment. Effective Education, 3(1): 1-9.
* This project was submitted to and funded under Teacher Quality: Reading and Writing in FY 2005.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
