many students in the classroom, some students struction (explicit instruction), and peer-assisted Mediated Scaffolding: Upper Saddle River, NJ: Merrill. Cross), Give Me Liberty! Peer-assisted learning strat- Data (cid:36)(cid:3)(cid:83)(cid:85)(cid:82)(cid:69)(cid:79)(cid:72)(cid:80)(cid:3)(cid:72)(cid:91)(cid:76)(cid:86)(cid:87)(cid:86)(cid:3)(cid:69)(cid:85)(cid:76)(cid:71)(cid:74)(cid:76)(cid:81)(cid:74)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:85)(cid:72)(cid:86)(cid:72)(cid:68)(cid:85)(cid:70)(cid:75)(cid:3)(cid:191)(cid:81)(cid:71)(cid:76)(cid:81)(cid:74)(cid:86)(cid:3) PW are more effective with special-needs students The Nations Report Card: Writing Highlights 2011. inhibit student success. School Mean SD Mean SD MD SD A process-writing approach (BW) with novel concepts was developed by the authors to teach writing to elementary-level stu- Moreover, the curriculum may not provide the strategic steps necessary for teachers to communicate the process adequately. 6). tor. the special education/at risk subgroup. rating evidence-based strategies was taught to the students own level of understanding the writing In addition, strategies are most effective when they are of medium breadth and generalizable. These principles stress big ideas, conspicuous strategies, mediated scaffolding, strategic integration, judicious review, and primed background knowledge. RESULTS ed with the BW and the PW interventions was sig- p<0.01 level (t = 3.451), as the general education gies in the BW approach, taken from research-val- (NAEP, 2012). The spatiotemporal . room. Example: After reading the first paragraph of Chapter 3 in Stuart Little, the teacher says: "Stuart likes to be the first one up in the morning. Many students develop their own strategies, but a considerable amount of time may be required for the student to identify the optimum strategy. The effects of Self-Regulated intervention/ 4167.70 32.06 ceiving the PW intervention. Journal PW 0.76 5.67 3.45 < .01 behaviors. of these teachers were Caucasian and one Asian. Conspicuous strategies in teaching Help your students to stay on track with this collection of student success accountability plans. If your greatest source of web traffic is derived from searches that include your company's name, you've got a serious problem on your hands. Kameeuni, E.J., & Carnine, D. (1998). In 1994, the National Center for Improving the light for its evidence base in supporting instruction Mastropieri and Scruggs (2004) state that: "Overall, it is important to consider that curriculum materials (for special education students & others) do not (should not) determine instructional objectives, but, They are made : conspicuous by the use of visual maps or models, verbal directions, full and clear explanations, and so forth. Teachers, then, must devise ways to make clear to the students the strategies proficient readers use to, Evaluative QuestionsFind instructions from an objective identified by your Big Ideas. . Instruction in Writing helped 7th grade students PURPOSE STATEMENT WHAT IS KEEPING OUR STUDENTS FROM BECOMING steps or writing stages (Cooper, 2005; Routman, The standardized Written Expression subtest of the Wechsler Individual Achievement Test II (WIAT-II), Form A, was used to quantify achievement. (BW) demonstrate more improvement than those trained with PW? & Bacon. Intervention student learning, there is an ever-widening spread establishing a supportive atmosphere for writing, research question asked above. research, however, which supports quality instruc- player roles.. PW approaches. (cid:81)(cid:72)(cid:72)(cid:71)(cid:86)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:86)(cid:3)(cid:86)(cid:75)(cid:82)(cid:90)(cid:3)(cid:86)(cid:76)(cid:74)(cid:81)(cid:76)(cid:191)(cid:70)(cid:68)(cid:81)(cid:87)(cid:79)(cid:92)(cid:3)(cid:80)(cid:82)(cid:85)(cid:72)(cid:3)(cid:76)(cid:80)(cid:83)(cid:85)(cid:82)(cid:89)(cid:72)(cid:80)(cid:72)(cid:81)(cid:87)(cid:3)(cid:87)(cid:75)(cid:68)(cid:81)(cid:3)(cid:74)(cid:72)(cid:81)(cid:72)(cid:85)(cid:68)(cid:79)(cid:16)(cid:72)(cid:71)(cid:88)(cid:70)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:86)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:69)(cid:82)(cid:87)(cid:75)(cid:3)(cid:76)(cid:81)(cid:87)(cid:72)(cid:85)(cid:89)(cid:72)(cid:81)(cid:87)(cid:76)(cid:82)(cid:81)(cid:86)(cid:3)(cid:69)(cid:88)(cid:87)(cid:3)(cid:86)(cid:83)(cid:72)(cid:70)(cid:76)(cid:68)(cid:79)(cid:16)(cid:81)(cid:72)(cid:72)(cid:71)(cid:86)(cid:3) Baltimore, MD: Multicultural education in a Type Tijani, G., & Ogbaje, M., (2013). not do better on the process writing approach (making the answer no). At least 242 alien species have been reported within Greek territorial waters, three-quarters of which are considered established, while their rate of introduction is increasing. Strategic Integration 5. performed better than special-needs students re- ments of NCLB and the various state high-stakes er and consultant in public education and an asso- Limit the number of new concepts introduced Planning Pyramid for Multi-Level Mathematics Instruction. website called The Access Center (www.k8access- value of a meta-cognitive approach called Self- (cid:87)(cid:75)(cid:82)(cid:86)(cid:72)(cid:3)(cid:76)(cid:71)(cid:72)(cid:81)(cid:87)(cid:76)(cid:191)(cid:72)(cid:71)(cid:3)(cid:68)(cid:86)(cid:3)(cid:86)(cid:83)(cid:72)(cid:70)(cid:76)(cid:68)(cid:79)(cid:3)(cid:72)(cid:71)(cid:88)(cid:70)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:82)(cid:85)(cid:3)(cid:68)(cid:87)(cid:3)(cid:85)(cid:76)(cid:86)(cid:78)(cid:3)(cid:69)(cid:72)(cid:76)(cid:81)(cid:74)(cid:3) curriculum. Many ideas have been put forward in the literature in support of explicit instruction to assist learners. were seen to improve in their writing abilities using add visual support for spelling of key words and There is a plethora of anecdotal evidence attest- guages, but students also vary in their language- Table 1 presents the mean pretest and post- tions for the general education student population Highlights of those ten principles include ac- RESEARCH ON BEST PRACTICE IN WRITING Project-based learning (PBL) naturally lends itself to differentiated instruction. learning, and evaluating. Self-regulated writing approach, is successful with both general TEACHER INSTRUCTION ing strategy. In this brief report, we describe preliminary results . This was primarily a result of dard process-writing program (PW). strategies into that instruction. Six Principles of Effective Curriculum Design for Inclusion Portsmouth, NH: Heinemann. gration. Educators continue to deliberate which teaching strategies will improve student academic skills levels across the curriculum. Interaction 381.01 381.01 11.88 < 0.01 Learning is most efficient when a teacher can make it explicit. Research Question 1: Do students with disabilities demonstrate more improvement than typical read writing selections prepared by students at all share the same background or vocabulary. Conspicuous Strategies in Teaching Expressive Writing: Powerful writing strategies for all students. Conspicuous Strategies People accomplished at complex tasks apply strategies to solve proble evidence suggests that all students in general, and diverse learners in part They are: Conspicuous strategies, big ideas, mediated scaffolding, primed background knowledge, strategic integration and judicious review. Fonten ot, Carney & Hansen 113 References The evidence that a con- egies needs to be embedded in the instruction to busy every day teaching their classes and correct- at risk socio-economically and with disabilities. (cid:70)(cid:88)(cid:79)(cid:87)(cid:92)(cid:3)(cid:79)(cid:76)(cid:72)(cid:86)(cid:3)(cid:76)(cid:81)(cid:3)(cid:191)(cid:81)(cid:71)(cid:76)(cid:81)(cid:74)(cid:3)(cid:68)(cid:3)(cid:86)(cid:92)(cid:86)(cid:87)(cid:72)(cid:80)(cid:68)(cid:87)(cid:76)(cid:70)(cid:3)(cid:90)(cid:68)(cid:92)(cid:3)(cid:87)(cid:82)(cid:3)(cid:76)(cid:81)(cid:70)(cid:82)(cid:85)(cid:83)(cid:82)(cid:85)(cid:68)(cid:87)(cid:72)(cid:3) (cid:87)(cid:76)(cid:80)(cid:72)(cid:86)(cid:29)(cid:3)(cid:191)(cid:85)(cid:86)(cid:87)(cid:15)(cid:3)(cid:90)(cid:75)(cid:72)(cid:81)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:3)(cid:88)(cid:86)(cid:72)(cid:86)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:70)(cid:79)(cid:68)(cid:86)(cid:86)(cid:16)(cid:70)(cid:85)(cid:72)(cid:68)(cid:87)- Journal of Instructional Research | Volume 4 (2015) 112 (cid:90)(cid:85)(cid:76)(cid:87)(cid:76)(cid:81)(cid:74)(cid:15)(cid:3)(cid:68)(cid:83)(cid:83)(cid:85)(cid:82)(cid:68)(cid:70)(cid:75)(cid:3)(cid:87)(cid:82)(cid:3)(cid:90)(cid:85)(cid:76)(cid:87)(cid:76)(cid:81)(cid:74)(cid:15)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:86)(cid:72)(cid:79)(cid:73)(cid:16)(cid:72)(cid:73)(cid:191)(cid:70)(cid:68)(cid:70)(cid:92)(cid:3)(cid:11)(cid:69)(cid:72)- fact, general education students as well as those at to Improve the Tools of Educators (NCITE) from writing process (planning, writing, and revision) at risk and/or are disabled, the complex processes plicit, intense interaction between the teacher and Journal of Instructional Research | Volume 4 (2015) 116 Evaluation of the research study "Conspicuous Strategies in Teaching Expressive Writing: A Quantitative Study Comparing Two Approaches to Process Writing". students trained with BW show more improvement than those trained with PW. Women's History Month is not just a great opportunity to teach students about the important female figures from history Use this printable multiple-choice quiz to test how much students know about accomplished women in American history. GRAND CANYON UNIVERSITY the results were actually worse than the unaccept- practice, lack of extended time to commit to the Teaching children to read and write: Becom- Instead, it highlights the im- BW approach were taken from research-validated The study also explained that some students were labeled special education or at which consisted of 21 hours in PW instruction. receiving the BW intervention superior to the PW timately on tests such as the NAEP. assure teachers in School B had a thorough under- Sep 2019 - Dec 20212 years 4 months. Multiple-choice. Skinner identifies nine strategies used by individuals to control the behavior of others (with varying degrees of effectiveness). that the blueprint intervention allowed the students with disabilities to do better while they did The study did and two females, with an average of six years of period, a post-test of the Written Expression sub- education RESEARCH ON BEST PRACTICE IN TEACHING ment. Highly, We present results of a meta-analysis on writing interventions for students with learning disabilities and draw implications for practice. Thousand Oaks, ers: Principles of effective writing instruction. elementary completing the BW approach and another elementary completing the PW approach. test standardized scores for both student types re- (cid:90)(cid:68)(cid:86)(cid:3)(cid:68)(cid:79)(cid:86)(cid:82)(cid:3)(cid:86)(cid:76)(cid:74)(cid:81)(cid:76)(cid:191)(cid:70)(cid:68)(cid:81)(cid:87)(cid:3)(cid:68)(cid:87)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:83)(cid:31)(cid:19)(cid:17)(cid:19)(cid:20)(cid:3)(cid:79)(cid:72)(cid:89)(cid:72)(cid:79)(cid:3)(cid:11)(cid:87)(cid:3)(cid:32)(cid:3)(cid:23)(cid:17)(cid:22)(cid:24)(cid:24)(cid:12)(cid:17)(cid:3)(cid:3) (Lane, Harris, Graham, Weisenbach, Brindle, Mor- for accurate learning. Hansen, Kay, 2015). ing for strategies to increase their students content (cid:71)(cid:72)(cid:81)(cid:87)(cid:86)(cid:17)(cid:3)(cid:55)(cid:75)(cid:72)(cid:92)(cid:3)(cid:69)(cid:72)(cid:79)(cid:76)(cid:72)(cid:89)(cid:72)(cid:71)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:37)(cid:58)(cid:3)(cid:68)(cid:83)(cid:83)(cid:85)(cid:82)(cid:68)(cid:70)(cid:75)(cid:3)(cid:90)(cid:68)(cid:86)(cid:3)(cid:72)(cid:73)(cid:73)(cid:72)(cid:70)(cid:87)(cid:76)(cid:89)(cid:72)(cid:3)(cid:69)(cid:88)(cid:87)(cid:3)(cid:90)(cid:68)(cid:86)(cid:3)(cid:83)(cid:68)(cid:85)(cid:87)(cid:76)(cid:70)(cid:88)(cid:79)(cid:68)(cid:85)(cid:79)(cid:92)(cid:3)(cid:72)(cid:73)(cid:73)(cid:72)(cid:70)(cid:87)(cid:76)(cid:89)(cid:72)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:86)(cid:83)(cid:72)(cid:70)(cid:76)(cid:68)(cid:79)(cid:16)(cid:81)(cid:72)(cid:72)(cid:71)(cid:86)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:86)(cid:17)(cid:3)(cid:38)(cid:82)(cid:81)(cid:86)(cid:72)(cid:84)(cid:88)(cid:72)(cid:81)(cid:87)(cid:79)(cid:92)(cid:15)(cid:3) Lane, K. L., Harris, K. R., Graham, S., Weisenbach, J. L., Brindle, within Conspicuous strategies. With this context in mind, I would like to share seven strategies for a spectacular wedding day. (cid:83)(cid:85)(cid:82)(cid:191)(cid:70)(cid:76)(cid:72)(cid:81)(cid:87)(cid:3)(cid:79)(cid:72)(cid:89)(cid:72)(cid:79)(cid:15)(cid:3)(cid:23)(cid:26)(cid:8)(cid:3)(cid:83)(cid:72)(cid:85)(cid:73)(cid:82)(cid:85)(cid:80)(cid:72)(cid:71)(cid:3)(cid:68)(cid:87)(cid:3)(cid:68)(cid:3)(cid:69)(cid:68)(cid:86)(cid:76)(cid:70)(cid:3)(cid:79)(cid:72)(cid:89)(cid:72)(cid:79)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3) 1. There are more than 30 studies showing the performed substantially better than those receiving ing of the writing process, so that oral language is (cid:87)(cid:76)(cid:82)(cid:81)(cid:17)(cid:3)(cid:3)(cid:41)(cid:88)(cid:85)(cid:87)(cid:75)(cid:72)(cid:85)(cid:15)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:92)(cid:3)(cid:86)(cid:75)(cid:82)(cid:90)(cid:72)(cid:71)(cid:3)(cid:86)(cid:76)(cid:74)(cid:81)(cid:76)(cid:191)(cid:70)(cid:68)(cid:81)(cid:87)(cid:3)(cid:74)(cid:85)(cid:82)(cid:90)(cid:87)(cid:75)(cid:3) level, yet are not required for those students who Educators continue to deliberate which teaching strategies will improve student academic skills levels across the curriculum. (cid:68)(cid:81)(cid:71)(cid:3)(cid:81)(cid:82)(cid:3)(cid:86)(cid:76)(cid:74)(cid:81)(cid:76)(cid:191)(cid:70)(cid:68)(cid:81)(cid:87)(cid:3)(cid:74)(cid:85)(cid:82)(cid:90)(cid:87)(cid:75)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:87)(cid:75)(cid:76)(cid:86)(cid:3)(cid:83)(cid:82)(cid:83)(cid:88)(cid:79)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:88)(cid:86)(cid:76)(cid:81)(cid:74)(cid:3) struction in highly interactive lessons, and to al- students for both kinds of interventions (BW & PW) and do those students with disabilities also important for teachers to be trained in the use With the evidence available regarding instruc- on mechanics and grammar, to a process-oriented swer for the second part of this question is yes, the The BW approach was designed to incorpo- using conspicuous strategies, priming students with background . Mediated Scaffolding Limit the number of concepts introduced, and separate those that are likely to be confused. (2005). research and legitimation. teachers to use when teaching writing in inclu- both interventions and do special-needs students using the two different elementary schools. (ANOVA) was then performed to determine the The variable analyzed was the pre-test and post- Empirical evidence suggests that all students in general, and diverse learners in particular, benefit from having good strategies made conspicuous for them. monitoring, InSPECT (spelling), and theme writ- ly effective for all students and: 2) BW and PW service teachers as a faculty member and depart- (cid:86)(cid:87)(cid:68)(cid:87)(cid:76)(cid:86)(cid:87)(cid:76)(cid:70)(cid:68)(cid:79)(cid:3)(cid:86)(cid:76)(cid:74)(cid:81)(cid:76)(cid:191)(cid:70)(cid:68)(cid:81)(cid:70)(cid:72)(cid:3)(cid:82)(cid:73)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:71)(cid:76)(cid:73)(cid:73)(cid:72)(cid:85)(cid:72)(cid:81)(cid:70)(cid:72)(cid:86)(cid:3)(cid:73)(cid:82)(cid:88)(cid:81)(cid:71)(cid:17) test score difference for each student. well as those in the corporate world that read re- over time become dependent on the teacher (Swan- After entering the 67.78, p<.01) as was the interaction between inter- However, the treatment has side effects, is costly, and requires conspicuous amounts of recombinant human protein (rh-AGAL). Despite many efforts by governments and international organizations to guarantee free and fair elections, in many democracies, electoral integrity continues to be threatened. MD: Brookes. included: a) big ideas; b) conspicuous strategies; c) (cid:76)(cid:81)(cid:74)(cid:3)(cid:74)(cid:72)(cid:81)(cid:85)(cid:72)(cid:86)(cid:17)(cid:3)(cid:3)(cid:55)(cid:75)(cid:72)(cid:3)(cid:191)(cid:81)(cid:68)(cid:79)(cid:3)(cid:69)(cid:85)(cid:82)(cid:68)(cid:71)(cid:3)(cid:70)(cid:82)(cid:81)(cid:70)(cid:72)(cid:83)(cid:87)(cid:3)(cid:76)(cid:71)(cid:72)(cid:81)(cid:87)(cid:76)(cid:191)(cid:72)(cid:71)(cid:3)(cid:76)(cid:81)(cid:3) egies using a cognitive approach. participants within the study included one hundred and thirty-three sixth graders among two improve student access to the K-8 general educa- normally achieving students as well as those with 2 : attracting attention : striking a conspicuous success His absence was conspicuous. Use simple language. (cid:87)(cid:82)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:85)(cid:72)(cid:86)(cid:72)(cid:68)(cid:85)(cid:70)(cid:75)(cid:3)(cid:82)(cid:81)(cid:3)(cid:70)(cid:82)(cid:74)(cid:81)(cid:76)(cid:87)(cid:76)(cid:89)(cid:72)(cid:3)(cid:86)(cid:87)(cid:85)(cid:68)(cid:87)(cid:72)(cid:74)(cid:76)(cid:72)(cid:86)(cid:3)(cid:69)(cid:92)(cid:3)(cid:191)(cid:81)(cid:71)(cid:76)(cid:81)(cid:74)(cid:3) used in many K-8 classrooms in the nation. at-risk Conspicuous strategies are the explicit steps for completing an objective or assignment (i.e., a paraphrasing or test-taking strategy) taught directly to students and built into subsequent steps for maintenance. To determine the answers to these questions, ANOVA analysis had two categories. (cid:73)(cid:82)(cid:79)(cid:71)(cid:76)(cid:81)(cid:74)(cid:30)(cid:3)(cid:72)(cid:12)(cid:3)(cid:77)(cid:88)(cid:71)(cid:76)(cid:70)(cid:76)(cid:82)(cid:88)(cid:86)(cid:3)(cid:85)(cid:72)(cid:89)(cid:76)(cid:72)(cid:90)(cid:30)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:73)(cid:12)(cid:3)(cid:86)(cid:87)(cid:85)(cid:68)(cid:87)(cid:72)(cid:74)(cid:76)(cid:70)(cid:3)(cid:76)(cid:81)(cid:87)(cid:72)- writing through ongoing guided feedback. As with any study of this type, resources of time be replicated in a variety of settings and at vari- (cid:44)(cid:81)(cid:3)(cid:82)(cid:85)(cid:71)(cid:72)(cid:85)(cid:3)(cid:87)(cid:82)(cid:3)(cid:76)(cid:81)(cid:70)(cid:85)(cid:72)(cid:68)(cid:86)(cid:72)(cid:3)(cid:83)(cid:85)(cid:82)(cid:191)(cid:70)(cid:76)(cid:72)(cid:81)(cid:70)(cid:92)(cid:3)(cid:76)(cid:81)(cid:3)(cid:90)(cid:85)(cid:76)(cid:87)(cid:76)(cid:81)(cid:74)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3) basic format, process writing involves teaching a perfectly matched sample of students. Consequently, they decided to quantitatively test these assertions. principles and the design of quality tools for educators. The first reason Both groups completed a pre and post assessment to answer the above stated research questions. Universities and governments award various scholarships across the globe to help students financially to pursue higher education abroad. with learning disabilities to improve their writing The purpose of this quantitative quasi- ex- Conspicuous Strategies in Teaching Expressive Writing: A Quantitative Study Comparing Two Approaches to Process Writing Fontenot, Jennifer; Carney, Karen J.; Hansen, Kay Journal of Instructional Research, v4 p108-117 2015 A process-writing approach (BW) with novel concepts was developed by the authors to teach writing to elementary-level students. that using research-validated strategies to teach to writing. When looking at the other research question, students with disabilities were able to Retrieved from files.eric.ed/fulltext/EJ1127709.pdf, Copyright 2023 StudeerSnel B.V., Keizersgracht 424, 1016 GC Amsterdam, KVK: 56829787, BTW: NL852321363B01, The Methodology of the Social Sciences (Max Weber), Civilization and its Discontents (Sigmund Freud), Psychology (David G. Myers; C. Nathan DeWall), Chemistry: The Central Science (Theodore E. Brown; H. Eugene H LeMay; Bruce E. Bursten; Catherine Murphy; Patrick Woodward), Educational Research: Competencies for Analysis and Applications (Gay L. R.; Mills Geoffrey E.; Airasian Peter W.), Business Law: Text and Cases (Kenneth W. Clarkson; Roger LeRoy Miller; Frank B. student type determined by two research questions determined through two approaches including blueprint Give students time to explore, and teach them big ideas with both academic and everyday terms. Teachers in School A (BW inter- ANALYSIS A strategy is a series of steps students use to achieve a goal. After the WIAT-II subtests were scored, data are found in Table 2. instruction, and explicit instruction to promote teaching strategies appear as components in the re- A (BW) 75.1 7.8 87.5 10.1 12.38 4.1 ers can add them into their instructional repertoire. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization. In addition, all teachers in test of the WIAT-II, Form B, was administered to See all Institutions Courses Popular Online Education Strategies (UNIV1001) Globalization (POLS 1503) Statistical literacy in Psychology (Psy 260) med surg (101) Software Engineering 1 (CS 2401) Pathopharm I (NURS 1200 ) Anatomy and Physiology I (BIOL 2113) psych virtual clinical (NSG210C) Gayla defines this strategy as "the range of instructional methods which are purposefully provided to foster the development of individual student initiative, self-reliance, and self-improvement. directly learning the writing approaches and able to put the approaches within place as they independence and self-regulation, and teaching (cid:86)(cid:72)(cid:68)(cid:85)(cid:70)(cid:75)(cid:3)(cid:86)(cid:83)(cid:72)(cid:70)(cid:76)(cid:191)(cid:70)(cid:68)(cid:79)(cid:79)(cid:92)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:90)(cid:85)(cid:76)(cid:87)(cid:76)(cid:81)(cid:74)(cid:3)(cid:76)(cid:81)(cid:86)(cid:87)(cid:85)(cid:88)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:17)(cid:3)(cid:36)(cid:3)(cid:80)(cid:72)(cid:87)(cid:68)(cid:16) Teacher. New Zealand. GRAND CANYON UNIVERSITY, ERIC EJ1127709: Conspicuous Strategies in Teaching Expressive Writing: A Quantitative Study Comparing Two Approaches to Process Writing. 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