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Direct linkOlson, Carol Booth; Matuchniak, Tina; Chung, Huy Q.; Stumpf, Rachel; Farkas, George – Journal of Educational Psychology, 2017
This study reports 2 years of findings from a randomized controlled trial designed to replicate and demonstrate the efficacy of an existing, successful professional development program, the Pathway Project, that uses a cognitive strategies approach to text-based analytical writing. Building on an earlier randomized field trial in a large, urban,…
Descriptors: Reading Achievement, Randomized Controlled Trials, Program Effectiveness, Faculty Development
Kim, James S.; Olson, Carol Booth; Scarcella, Robin; Kramer, Jason; Pearson, Matthew; van Dyk, David; Collins, Penny; Land, Robert E. – Journal of Research on Educational Effectiveness, 2011
This study reports Year 1 findings from a multisite cluster randomized controlled trial of a cognitive strategies approach to teaching text-based analytical writing for mainstreamed Latino English language learners (ELLs) in 9 middle schools and 6 high schools. There were 103 English teachers stratified by school and grade and then randomly…
Descriptors: Middle School Students, Intervention, Writing Instruction, Writing Tests
Olson, Carol Booth; Land, Robert – Research in the Teaching of English, 2007
This study was conducted by members of a site of the California Writing Project in partnership with a large, urban, low-SES school district where 93% of the students speak English as a second language and 69% are designated Limited English Proficient. Over an eight-year period, a relatively stable group of 55 secondary teachers engaged in ongoing…
Descriptors: Teaching Methods, Second Language Learning, Writing Ability, Standardized Tests
