Title
Educator Perceptions of a Schoolwide Writing Intervention Implementation: Implications for Practice
Document Type
Pre-Print
Publication Date
2019
Abstract
Students with disabilities continue to perform below peers without disabilities in writing. To address the need for improving written expression for students with learning differences, schools are implementing instructional strategies. This study investigated teacher perceptions of a four-year, schoolwide, K–12 implementation of strategic instruction model (SIM) learning strategies addressing written expression. A survey (n = 22) and semistructured interviews (n = 16) were administered to examine the perceptions of educators on schoolwide supports to strengthen writing skills across all grades and content areas. The analysis of these data can provide insight to faculty knowledge and attitudes toward implementation of SIM as well as guidance to inform change and implementation practices in providing targeted intervention in writing to address K–12 goals for students with various learning differences.
Identifier
10.1080/1045988X.2018.1456401
Publisher
Taylor & Francis
Repository Citation
Smith, H.H., Crim, C.L., & Bos, S. (2019). Educator perceptions of a schoolwide writing intervention implementation: Implications for practice. Preventing School Failure, 63(1), 12-23. doi:10.1080/1045988X.2018.1456401
Publication Information
Preventing School Failure