1. TeenACE for Science Using Multimedia Tools and Scaffolds to Support Writing.
- Author
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Hitchcock, Caryl H., Rao, Kavita, Chuan Chinn Chang, and Yuen, JoAnn W. L.
- Subjects
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POVERTY areas , *ANALYSIS of variance , *COMPUTER assisted instruction , *CURRICULUM , *EDUCATION research , *ETHNIC groups , *FOCUS groups , *GOAL (Psychology) , *STUDENTS with disabilities , *INTERPROFESSIONAL relations , *RESEARCH methodology , *METROPOLITAN areas , *MIDDLE school students , *MIDDLE schools , *MULTIMEDIA systems , *PROBABILITY theory , *RURAL conditions , *SCALE analysis (Psychology) , *SCIENCE , *SPECIAL education , *RATING of students , *SURVEYS , *TEACHERS , *QUALITATIVE research , *PILOT projects , *DATA analysis , *FIELD research , *QUANTITATIVE research , *TEACHING methods , *EDUCATIONAL attainment , *PRE-tests & post-tests , *REPEATED measures design , *DATA analysis software , *WORK experience (Employment) , *DESCRIPTIVE statistics , *ADOLESCENCE ,WRITING - Abstract
TeenACE for Science (TAS) is a writing intervention that combines components of Multimedia Technology, Universal Design for Learning (UDL), and Self-Regulated Strategy Development (SRSD) to help students develop expository writing skills in science. This developmental study examined the effect of the TAS intervention with two groups of culturally and linguistically diverse middle school students. Forty-six students in two classrooms that included general and special education students participated in a 12-week intervention during which they wrote multiple science reports. Students used the multimodal features of a productivity software (PowerPoint) to organize pictures and headings, take notes on a cognitive map, type in text, and record their voices narrating what they had written. This mixed methods study utilized pre-post tests and curriculum-based measures to examine quantitative changes. Qualitative measures included surveys and focus groups. Pre-post test results showed that students scored significantly higher on two Woodcock Johnson III subtests (Writing Fluency and Writing Samples) though no significant change was noted on the Editing subtest. Teachers rated the intervention as relevant, useful, and high quality; they reported continued use of the same protocol at a 1-year follow-up. [ABSTRACT FROM AUTHOR]
- Published
- 2016
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