Strategy Development Model Research Articles

Write to teach: reducing entrance barriers for special education teacher applicants through SRSD writing

ABSTRACT To help diversify the special education teacher workforce, support needs to be provided to help racially and ethnically diverse students pass required entrance exams to get into special education teacher preparation programs. Many universities and states require special education teacher candidates to pass the Praxis Core: Writing exam. Special education teachers need to be competent writers. This pretest posttest design study included special education teacher applicants from diverse backgrounds across the Hawaiian Islands. Participants were taught planning and composing strategies using the Self-Regulated Strategy Development model. The writing intervention statistically enhanced applicants’ writing knowledge, argumentative writing abilities, and informative source-based writing abilities. Furthermore, the majority of participants who took the official Praxis Core: Writing exam earned passing scores. Findings support the use of systematic writing instruction as an effective strategy in reducing entrance exam barriers, thereby providing more equitable recruitment and preparation of racially and ethnically diverse special education teachers.

Improving story writing skills of students with intellectual disabilities: POW+C-SPACE

Objectives This study aimed to examine the effectiveness of the POW+C-SPACE strategy, which is based on the Self-Regulated Strategy Development model, in improving the story writing skills of students with intellectual disabilities. Methods The strategy was taught to three students with intellectual disabilities. Strategy instruction was conducted twice a week, with two 40–60-minute sessions each day, totaling four sessions per week, and continued for 3–4 weeks for each student. A multiple probe across subjects design was used to examine the functional relation between the POW+C-SPACE strategy and the story writing measures. Measurements focused on story elements, story length, and holistic story quality. Results After the strategy instruction, students included all required story elements in their stories and wrote longer stories. Additionally, the holistic quality of their stories improved. Follow-up sessions revealed that these gains were maintained over time. Conclusions The findings demonstrate a functional relation between the POW+C-SPACE strategy and improvements in story elements, length, and holistic quality, indicating the strategy's effectiveness in improving the story writing skills of students with intellectual disabilities.

Strategi Pengembangan Koperasi dalam Mengangkat Kesejahteraan Kesejahteraan Masyarakat

The purpose of this Observation is to identify and evaluate external and internal elements and cooperative development tactics that can improve the welfare of the people of Tulungagung Regency. The methodology used in this Observation is qualitative. In-depth interviews, focus group discussions, observation, and documentation are the methods used to collect data. SWOT analysis is the data analysis method used. Referring to the Observation findings, the researcher came to the following conclusions: The results of the Observation reveal that the approaches that can be taken to build cooperatives and improve the welfare of the people's welfare are: One way to develop the people's economy is by: Utilizing the APBN to provide funding stimulus for business funding for people's economic actors, increasing the number and quality of local products so that they are able to compete in regional and global markets, improving agricultural human resources through funding from financial institutions and private assistance (business partners). This can be done in order to overcome various obstacles in the development of the people's economy: Improving the quality of human resources of people's economic actors through non-formal teaching and practice, continuous teaching and practice for assistants, utilization of appropriate technology (TTG) for the provision of funding for agricultural businesses and equipment, expanding the role of MSMEs and cooperatives in all districts and cities, and utilization of activity funds for profitable economic businesses. Improving the quality and quantity of competitive local products can be done through policies to build a people's economy. In addition, the community rarely relies on government funding assistance, and economic actors rarely rely on middlemen. The IE Matrix Strategy is a strategy analysis used in the growth-driven strategy development model, while the SWOT diagram displays Quadrant I which reveals a favorable situation because cooperatives in the Kedungwaru Tulungagung Area have strengths and opportunities that allow them to maximize their potential and implement strategies that support aggressive growth policies.

A Comparative Study of Strategy Development Model Halal Tourism for Economic Growth in the Islamic Tourism Industry Sector Indonesia and Malaysia

A Comparative Study of Strategy Development Model Halal Tourism for Economic Growth in the Islamic Tourism Industry Sector Indonesia and Malaysia

Adapting Self-Regulated Strategy Development Model to Teach Deaf Learners English Writing Skills

Adapting Self-Regulated Strategy Development Model to Teach Deaf Learners English Writing Skills

Middle school educators’ experiences in a cross-institutional professional development model for enhancing writing instruction

PurposeThis paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in a middle school. It examines the transformative effects and challenges of improving writing instruction, the activities involved and alternative PBPD delivery methods. Highlighting a collaborative effort between an institute of higher education (IHE), a middle school and ThinkSRSD, a PBPD for SRSD developer, the example underscores the long-term benefits and innovative insights into engaging with PBPD for SRSD over multiple years.Design/methodology/approachThe case involves analyzing survey data collected over five years. These surveys, which included specific SRSD-related queries and open-ended questions, were instrumental in assessing the evolution of the educators’ perceptions regarding SRSD and their engagement with PBPD. Additionally, the paper details PBPD activities as documented in a research journal, providing a comprehensive account of the developmental process.FindingsThrough a cross-institutional partnership, two middle school general educators participated in PBPD for SRSD for 30 h across five years. Their engagement with PBPD progressed from initial introduction and implementation to facilitating PBPD for SRSD among peers and at the national level. Over time, the most consistently enacted SRSD action was “memorize it,” while actions such as “discuss it,” “support it” and “independent performance” showed greater variability. Both educators consistently praised SRSD and sought continued PBPD engagement over the five years.Originality/valueOur case example is the first five-year analysis of PBPD for SRSD among general middle school educators, highlighting the benefits and challenges of adopting evidence-based writing instruction. Our example emphasizes the need for continuous and focused professional development in areas crucial for student success, including self-regulation, prewriting strategies and techniques for fostering independent performance. Moreover, the two middle school educators’ critical feedback is invaluable for refining PBPD for SRSD. This work also enriches professional development schools (PDS) literature by offering effective strategies to support middle school teachers in developing a vibrant writing community, a cornerstone for student advancement in writing.

Evidence of validation in a strategy development model structure in public health schools

Background Scientific investigations utilizing the questionnaire methodology for data acquisition mandate a rigorous validation process for their research instruments. This imperative arises from the need to mitigate biases and uphold impartiality in the derived results. Regrettably, a lack of awareness persists among researchers regarding this pivotal requirement within the methodological framework. Although comprehensive validation typically unfolds across multiple stages, the present study is dedicated exclusively to the structural validation phase. Methods A questionnaire with 18 closed questions (observable variables) was administered across 12 units in different regions of Brazil. Data were classified according to a Likert scale, which ranges from 1 to 5, representing the participants’ degree of agreement in relation to 8 characteristics proposed for the model (latent variables). The research involved 75 participants who answered the research instrument between March and August 2023. To define the structure of the model, the data were subjected to an exploratory factor analysis, with the support of the Factor Analysis software. Results Findings suggested a structure was organized into two factors, called internal and external factors, according to the degree of governability that the SPH has in relation to the proposed items. Conclusion The validation evidence indicates a structure composed of two factors for the better organization of the items of a strategy development model in Schools of Public Health, in Brazil.

“Breathe, Plan, Write, and Evaluate”: the effects of an SRSD intervention and instructional feedback on 4th graders’ writing and motivation

IntroductionOver the years, extensive literature attested to the value of the Self-Regulation Strategy Development model (SRSD) for writing. Additionally, feedback has been recognized as essential to the teaching and learning of writing, and as supporting evidence-based instructional models for writing. However, little is known of the effects of combining evidence-based practice models, such as SRSD, with instructional feedback, as well as with a component of meditation. The present study aimed to study the effects of an SRSD intervention and to study the importance of instructional feedback within an SRSD intervention.MethodA total of 69 primary students (4th graders) participated in this study. The study was divided into two phases: in Phase 1, two classes participated in a SRSD intervention program (SRSD-1 group; N = 33), whereas two others received regular writing instruction (control group; N = 36); in Phase 2, the previous control group received the SRSD intervention with or without instructional feedback (SRSD-2 with feedback, N = 19, vs. SRSD-2 without feedback, N = 17, groups), while the SRSD received regular writing instruction (SRSD-1 group).ResultsThe effectiveness of the intervention was confirmed in both phases for the writing outcomes variables, but not for motivation. Overall, our study showed that the SRSD intervention with an additional meditation component was effective in improving students’ writing planning for all intervention participants. Additionally, writing quality and writing structure improved among those with lower scores at the pretest. Concerning motivation, we only found an effect on self-efficacy for ideation.DiscussionWe expect the current research to stimulate future examinations of the value of providing students with instructional feedback in writing interventions.

SELF-REGULATED LEARNING STRATEGY DEVELOPMENT ON ENHANCING STUDENTS READING COMPREHENSION SKILLS

This conceptual paper explores the importance of self-regulated learning strategy development in enhancing students' reading comprehension skills. It presents an overview of empirical research conducted in this area, emphasizing the impact of metacognitive self-regulated strategies on students' comprehension, engagement, and overall academic success. The paper discusses the Self-Regulated Strategy Development (SRSD) model as a framework for implementing self-regulated learning strategies in reading instruction. The six stages of SRSD, including developing background knowledge, discussing, and modeling the strategy, memorizing it, supporting its use, and establishing independent practice, are outlined as a comprehensive approach to fostering metacognitive awareness and self-regulation in reading. This paper underscores the importance of incorporating self-regulated learning strategies into reading comprehension to empower students as independent, metacognitive readers. By equipping students with cognitive and metacognitive tools, educators can foster a lifelong love for reading and enhance students' comprehension abilities, leading to academic success and continued growth as self-regulated learners.

Effects of SRSD writing interventions in grade 3: examining the added value of attention vs. transcription training components

Children’s writing depends on strategic and self-regulated behaviors as well as on attention and transcription skills. Despite the well-established effectiveness of interventions based on the self-regulated strategy development model (SRSD), little is known about their effects when combined with the explicit teaching and systematic training of attention or transcription. This study compared the effects of SRSD interventions that taught students a planning strategy and how to use it compose text, with additional components of attention (via focused meditation exercises) or transcription (via copy and alphabet exercises). We used a quasi-experimental design with three groups of Portuguese third graders: SRSD + attention (n = 42), SRSD + transcription (n = 37), and wait list (n = 34). Measures of transcription, executive functions, motivation, written production, and academic achievement were collected before and after the interventions. Analyses of co-variance revealed that the SRSD + transcription group surpassed the others in terms of handwriting fluency as well as in terms of spelling accuracy, though only among the weakest spellers at pretest. Moreover, in comparison to the wait list group, both SRSD groups showed better planning skills, wrote more complete texts, and displayed better executive functioning at posttest. After the intervention, though the SRSD + transcription group produced better texts than their peers, the SRSD + attention group achieved better academic performance, but only among those with poorer grades at pretest. Regarding motivation, we only found an effect of the SRSD + transcription intervention on self-efficacy for ideation, among students with lower self-efficacy at pretest. These findings suggest the importance of articulating writing and self-regulation strategies with attention and transcription training in early schooling.

Self Regulated Development Learning Model Based on Local Culture to Improve Elementary School Students’ Explanatory Writing Skills

This study aims to develop a learning model to improve elementary school students' explanatory writing skills. This development research used the Plomp model (preliminary research, prototyping phase, and assessment). Data collection techniques were carried out by interview, observation, and documentation study. The data collection tool employed was a written test sheet for students’ explanatory writing skills. After conducting a needs analysis, it was found that the explanatory writing material is new in elementary school. Thus, the students' explanatory writing skills in this study were very low. The teacher then needed a model focusing on the students' development in explanatory writing skills. This research, therefore, produced a learning model of self-regulated strategy development based on local culture to improve the explanatory writing skills of elementary school students. This model can motivate and increase students’ confidence in writing by choosing several strategies provided and measuring, analyzing, and activating early abilities, thereby increasing students’ content knowledge. The results also revealed an increase in students’ explanatory writing skills. Moreover, this special model pays attention to how to write explanatory in elementary school. Further, this model cannot only be used in elementary schools but can also be used at higher school levels. Therefore, future researchers are advised to conduct research by testing the effectiveness of learning models with similar themes at higher school levels.

IT Strategy in the Hotel Industry in the Digital Era

The hotel industry has historically suffered from a misalignment of IT and business strategies, and yet has embraced digital technologies in many aspects of its operations in recent years. This article explores and assesses the options and dilemmas facing the hotel industry in selecting and implementing information systems and digital technologies as part of an evolving IT strategy. The methodology centres on a narrative synthesis of pertinent academic literature and industry source material available on the internet. Earl’s model of IT strategy development is also used as a frame of reference to assess the options facing the industry in the digital era. The article finds that some of the digital technologies have been widely deployed in the hotel sector, and an increasing number of software packages are also now available, some of which provide the requisite functionality to allow a one-stop purchase ensuring systems integration. Other packages rely more on the use of third-party software products to provide integration of different packages and digital technology applications. Findings suggest that three perspectives need to be pursued together in a balanced fashion to develop an effective overall IT strategy—top-down technology integration, bottom-up evaluation of required functionality and digital technology options—along with the inside-out matching of these needs with what is available in the marketplace. The article provides new perspectives on developing and applying IT strategy in the hotel sector in the digital era and suggests that proven approaches to IT strategy development are still of value in the planning and management of digital transformation initiatives.

Overcoming barriers and paradigm wars: Powerful evidence-based writing instruction

ABSTRACT The ability to write is fundamental for learning and achievement across Grades K-12, performance in the workplace, continuing education, college, personal development, and addressing social justice. The majority of our students, however, are not capable writers. We have a body of evidence-based practices (EBPs) and best practices that can make a meaningful difference in writing development for our students. We describe one EBP for writing instruction, the Self-Regulated Strategy Development (SRSD) model of instruction for writing. SRSD results in meaningful improvements in students' writing across grades 1-12 and can be integrated with best practices, including writers' workshop. We then separate fact from fiction regarding this approach for teaching students to write and to engage in reading for writing. Finally, we address paradigm wars and additional barriers to widespread adoption of SRSD in schools, and how to address these barriers.

The Development of Metacognitive Models to Support Students' Autonomous Learning: Lessons from Indonesian Primary Schools

The present study was designed to develop an Indonesian language learning module based on metacognitive strategies to support student learning autonomy. The development of this module is based on Oxford’s (1990) strategy development model. Data were generated through quantitative and qualitative approaches. The analysis showcases that (1) module requirements were determined based on information of student needs, of whom 53% stated to agree and 31% strongly agree in case of the development of an Indonesian language learning module based on the metacognitive strategy; (2) the development of the module was conducted by integrating metacognitive strategy training and implementation in learning, evaluations, and revisions; (3) module accuracy was shown by the validation results from language experts (85%), design experts (93%), media experts (86%), and practitioners (77%), which is stated as valid; and (4) the module effectiveness was based on the results of SPSS 20 analysis: if t-value is −7.267, smaller than t-table of −2.045, itmeans that there is a significant difference between pretest and posttest scores. This finding unpacks that there is a difference between student learning outcomes before and after the implementation of learning with Indonesian language learning modules based on metacognitive strategies. Implications from these findings are discussed.

Influence of Self-Regulated Strategy Development on the Performance of Virtual Reality-Based Teaching in Online Learning

Virtual reality technology has been fully integrated into the field of education. Such technology has become the focus of online learning that uses efficient and advanced virtual reality technology to improve the efficiency of learners. Online learning also gives full play to the characteristics of free learning time, flexible location, and free learning pace. Although online learning also easily leads to low efficiency due to physical isolation, it can effectively improve the performance of virtual reality-based teaching by using the self-regulated strategy development (SRSD) model. Based on this model, an experiment was conducted on online teaching course for first-year linguistics students of a provincial graduate school in China to test the influence of the model on the performance of virtual reality-based teaching in online learning. Results show that after the SRSD model, a significant difference is observed between pretest scores and post-test scores of graduate students in the experimental group (t=−4.925, p=0.000). A significant difference is observed between pretest self-regulation and post-test self-regulation of graduate students in the experimental group (t=−7.505, p=0.000). Finally, significant differences are observed between the experimental and control groups in the improvement of post-test scores and post-test self-regulation. Conclusions are of important reference value for enriching the application of the SRSD model in virtual reality-based teaching, improving the self-regulation ability of students, and improving the performance of learners by adopting a model more suitable for the characteristics of online teaching.

Implementation of Technology-Supported Self-Regulated Strategy Development Model in the Education of Gifted and Talented Students

The aim of this study is to determine the effect of writing education carried out according to the self-regulation strategy development model on the self-regulation writing skills, self-efficacy perceptions, and creative thinking skills of gifted and talented students. In this study, a pre-test and post-test design with a control group was utilized, which is among the experimental designs. The study group consisted of 42 students aged 10-11 years who were diagnosed as gifted and talented and were studying at the same science and art center in Istanbul. In this research, the Self-Regulated Writing Scale, Self-Efficacy Writing Scale, and Torrance Tests of Creative Thinking Figural Form A were applied. Information about the scales is presented. Within the scope of the study, a 6-stage self-regulated strategy development model was enhanced with Web 2.0 digital tools for gifted and talented students. The research showed that writing instruction focused on the creation of self-regulation strategies reinforced with Web 2.0 resources had a beneficial impact on self-regulation writing skills, perceptions of self-efficacy, and the creative thinking skills of gifted and talented students.

FINANCIAL POLICY STRATEGY IN INCREASING ECONOMIC VALUE ADDED ON MSMES IN MEDAN CITY

The global Covid-19 pandemic certainly has an impact on various sectors, especially in the economic sector and of course also has a significant impact on tourism, the trade sector, industry including Micro, Small and Medium Enterprises (MSMEs) in Indonesia. Creative products have great potential to be able to deliver the city that has the industry into an advanced and independent creative economy city. The use of information technology for business resource management for creative products is still under-attentioned, which in turn has administrative, financial, process, and access to banking and financial institutions weaknesses. This study aims to formulate a strategy to increase added value for the MSME sector of North Sumatra Province, namely the Economic Value-Added method and implement efforts to cooperate with the Indonesia Stock Exchange through the mechanism of acceleration boards and Initial Public Offering (IPO) to obtain long-term financing facilities and introduce MSME business unit to the wider community into a medium-class public company. This scientific research also aims to provide recommendations for sustainable strategies for the MSME sector, especially in the province of North Sumatra in running a business amidst the Covid-19 pandemic. This type of research is qualitative research using a mix method by conducting interviews with the target population, namely 200 Micro, Small and Medium Enterprises spread in North Sumatra Province and formulating a model for increasing MSME productivity with the introduction of the acceleration board method and collaborating with the Indonesia Stock Exchange in the coaching process. In this study, a focus group discussion will be held by inviting local officials from related offices of North Sumatra province and academics to provide input in completing the strategy development model for increasing MSME productivity by focusing on the Economic value-added method. The outputs of this research are publications of reputable international journals, international proceedings, and reference books for ISBN certified research results with TKT level 3.

Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model

Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model

The Effect of The POW + C-SPACE Strategy on Writing Skills of Students with Specific Learning Difficulties Attending Classes in the Resource Room

In this study, the POW + C-SPACE (Pick my idea - Organise my notes - Write and say more + Characters – Setting – Purpose – Action – Conclusion - Emotions) strategy shaped on the basis of the Self-Regulated Strategy Development Model (SRSDM) was presented through teachers working in the resource room, to evaluate the effects on story-writing skills of the students with Specific Learning Difficulties (SLD). The study was designed with the multiple probe model with probe phase between subjects. The independent variable of the research is the POW + C-SPACE strategy presented through the teachers working in the resource room. The dependent variable is the story writing levels of the children with SLD who are educated in the resource room. The study group consists of three teachers and their students with SLD in the resource room. The POW + C-SPACE strategy was presented to the students with SLD through the teachers working in the resource room. As a result of the study, it was concluded that when the teachers in the resource room presented the POW + C-SPACE strategy, it effectively developed the students' story writing skills.

Impacts of Self-Regulated Strategy Development-Based Revision Instruction on English-as-a-Foreign-Language Students' Self-Efficacy for Text Revision: A Mixed-Methods Study.

This mixed-methods study investigated the impacts of the self-regulated strategy development (SRSD) model on the self-efficacy of students for text revision in English-as-a-foreign-language (EFL) writing at the tertiary level. An SRSD treatment group and a comparison group were involved in this quasi-experimental design research. Both groups completed a self-efficacy scale before and after the instruction, and six SRSD-trained students participated in pre- and post-test interviews. The quantitative analyses did not detect any significant differences between groups, suggesting that the SRSD instruction did not influence the self-efficacy of participants for text revision. The qualitative findings provided insights into the quantitative results. The interview data indicated that the interviewees might have overestimated their revision abilities before instruction and, with the relatively more accurate estimation of their abilities resulting from receiving the SRSD instruction, the over-time comparison of their responses to the self-efficacy scale did not reveal any statistically significant changes. Our findings suggest that students might have recorded evidence of closer calibration between judgments of their revision abilities and their actual performance after SRSD instruction. The implications of the findings were discussed and directions for further studies were provided.