Strategy Development Model Research Articles

Self-Regulated Strategy Development: Connecting Persuasive Writing to Self-Advocacy for Students with Emotional and Behavioral Disorders

Students with emotional and behavioral disorders often experience difficulties in expressive writing and social outcomes in school and beyond. Therefore, writing instruction and self-determination skills are critical for this population. This research study, in which special education teachers were trained to be implementers, successfully intertwined persuasive writing with self-determination instruction to improve students' writing and self-determination skills. Emphasis was given to teaching students how persuasive writing can be used to self-advocate for needs and wants. The Self-Regulated Strategy Development (SRSD) model of writing instruction was examined with a multiple-probe-across-participants design to evaluate the instructional effects. Instruction was provided 4 days per week, 40 min per session, for 14 to 23 days. Visual analyses indicated level changes and a functional relation between the SRSD/self-determination instruction and students' writing skills. Students' essays increased for number of words written, transition words, number of essay parts, and overall quality. Furthermore, students' self-determination perceptions and knowledge as well as writing self-efficacy significantly increased as a result of instruction. Teachers implemented the intervention with high degrees of fidelity. Teacher and student interviews revealed an overall satisfaction with SRSD procedures and results.

Cultivating Self-Regulation for Students With Mild Disabilities

The WHAT’S UP? strategy is a type of interactive writing between a student with social, emotional, and/or behavioral challenges and an adult. The written exchange serves as a technique for involving a student in “talking” about what can be better and engaging the student in a problem-solving process. The strategy encompasses components of problem-solving strategy skills, the self-regulated strategy development model, and interactive writing. The authors describe the strategy and how the strategy can be employed in the classroom.

Revising Strategy Instruction in Inclusive Settings: Effects for English Learners and Novice Writers

Twenty‐three students with varying academic and linguistic profiles were taught a strategy for revising expository essays, using the Self‐Regulated Strategy Development model for instruction. Students learned basic revising tactics and to consider text structure as they managed decisions on how to improve their essays. Instructional effects were assessed using a multiple baseline with multiple probes in baseline design. Positive results were found for English learners, including those who were identified as having learning disabilities, or who were low‐, average‐ and high‐achieving writers; moreover, results were equally positive for students who were not English learners. After instruction and 4 weeks later, students revised more, produced more revisions that improved text, and revised longer text segments, which resulted in an improvement in overall quality.

Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition

This study tested the effectiveness of two strategy-focused interventions aimed at promoting fifth and sixth graders’ opinion essay writing. Over 12 weekly 90-min lessons, two groups of 48 and 39 students received, respectively, planning and sentence-combining instruction, which followed the Self-Regulated Strategy Development (SRSD) model. These intervention groups were compared with a practice control group of 39 students receiving standard writing instruction. The following main findings were noteworthy: (a) planning and sentence-combining instruction enhanced planning and sentence-construction skills, respectively; (b) both interventions increased opinion essay quality and text length; (c) planning instruction enhanced not only discourse-level writing but also some sentence- and word-level aspects of composition; (d) sentence-combining instruction enhanced not only sentence- and word-level writing but also some discourse-level aspects of composition; (e) after instruction, there was a correlation between self-efficacy and writing quality in both intervention groups; and (f) planning, but not sentence-combining, instructional effects generalized to summary writing.

Will business model innovation replace strategic analysis?

PurposeThis masterclass aims to consider a number of recent business articles and books that can help practitioners clarify the distinction between the strategy development and business model approaches and decide which is appropriate for their situation.Design/methodology/approachThe article defines the difference between the two approaches this way: business models explain who your customers are and how you plan to make money by providing them with value; strategy identifies how you will beat competitors by being different.FindingsThe paper reveals that a business model approach has limitations. It will not help an organization develop a competitive advantage, outperform its competition, acquire or merge with another organization, or diversify. However, corporate strategy does not identify how to deliver unique value to meet customers' needs.Practical implicationsThe main reason why organizations fail at business‐model innovation is too much “tweaking” – incremental attempts at improvement in myriad projects when more radical change to its business model is the answer.Originality/valueThe article proposes that businesses need both strategy development and business model innovation to adapt and thrive as conditions change.

Higher Education Institution Factors and Technology-Mediated Distance Education Strategy Decisions

Changes in student demographics, increased institutional costs and technological advances have increased interest in and use of technology mediated distance education in higher education. This paper develops a model of strategy development and education value and then tests the effect of three internal factors (institution type, size and location) on technology mediated distance education strategy classification. The null hypothesis of no effect of internal factors on strategy classification was tested using PEQIS publicly available data set through the use of ordinal regression. Implications for policy and practice, and for further theory development are future research are discussed.

A meta-analysis of writing instruction for students in the elementary grades.

In an effort to identify effective instructional practices for teaching writing to elementary grade students, we conducted a meta-analysis of the writing intervention literature, focusing our efforts on true and quasi-experiments. We located 115 documents that included the statistics for computing an effect size (ES). We calculated an average weighted ES for 13 writing interventions. To be included in the analysis, a writing intervention had to be tested in 4 studies. Six writing interventions involved explicitly teaching writing processes, skills, or knowledge. All but 1 of these interventions (grammar instruction) produced a statistically significant effect: strategy instruction (ES = 1.02), adding self-regulation to strategy instruction (ES = 0.50), text structure instruction (ES = 0.59), creativity/imagery instruction (ES = 0.70), and teaching transcription skills (ES = 0.55). Four writing interventions involved procedures for scaffolding or supporting students' writing. Each of these interventions produced statistically significant effects: prewriting activities (ES = 0.54), peer assistance when writing (ES = 0.89), product goals (ES = 0.76), and assessing writing (0.42). We also found that word processing (ES = 0.47), extra writing (ES = 0.30), and comprehensive writing programs (ES = 0.42) resulted in a statistically significant improvement in the quality of students' writing. Moderator analyses revealed that the self-regulated strategy development model (ES = 1.17) and process approach to writing instruction (ES = 0.40) improved how well students wrote. Supplemental materials: http://dx.doi.org/10.1037/a0029185.supp

Improving the writing and knowledge of emergent writers: the effects of self-regulated strategy development

The purpose of this study was to investigate the effectiveness of implementing the Self-Regulated Strategy Development (SRSD) model of instruction (Graham & Harris, 2005; Harris & Graham, 1996) on the writing skills and knowledge of six first grade students. A multiple-baseline design across participants with multiple probes (Kazdin, 2010) was used to test the effectiveness of the SRSD intervention, which included story writing and self-regulation strategy instruction. All students wrote stories in response to picture prompts during the baseline, instruction, post-instruction, and maintenance phases and stories were assessed for essential story components, length, and overall quality. Participants also participated in brief interviews during the baseline and post-instruction phases. Results indicated that SRSD can be beneficial for first grade writers. Participants wrote stories that contained more essential components, were longer, and of better quality after SRSD instruction. Participants also showed improvement in writing knowledge from pre- to post-instruction.

Teaching Students with Emotional and Behavioral Disorders to Self-advocate through Persuasive Writing

We examined the effectiveness of the Self-Regulated Strategy Development (SRSD) model of writing instruction with a self-determination training component for middle school-age students with emotional and behavioral disorders. We randomly assigned students to experimental or comparison treatments during which special education teachers provided the intervention. Students in the experimental groups received instruction on how to plan and write persuasive essays, were trained on self-determination skills, and were taught how to use persuasive writing to self-advocate. Students in the comparison condition received writing instruction with the established school writing curriculum. Instruction for both groups lasted 33 days, four days a week during 30-minute sessions. Experimental students significantly outperformed comparison students at posttest in all the persuasive essay-writing components assessed, in their ability to recall the parts of a persuasive essay, in the self-efficacy measure, and on self-determination knowledge. Experimental students were able to maintain gains in almost all writing measures and were able to generalize to content areas, although comparison students slightly increased in number of words. Student and teacher interviews revealed an overall satisfaction with SRSD procedures and the results.

The Effectiveness of Teaching 10th-Grade Students STOP, AIMS, and DARE for Planning and Drafting Persuasive Text

Explicitly and systematically teaching strategies for planning and drafting specific types of text has improved the writing of elementary and middle school students with disabilities in previous studies. In this investigation, we examined the effect of teaching a planning and drafting strategy for persuasive writing to high school students with disabilities who were also struggling writers. Six 10th-grade students (4 boys, 2 girls) were taught how to plan and write persuasive essays using the Self-Regulated Strategy Development model. A multiple baseline design, with multiple probes during baseline, treatment, and postinstruction, was used to evaluate the effectiveness of instruction. During and following instruction, all students spent a greater amount of time planning and writing their papers. Their compositions became longer, more complete, and qualitatively better. Students, teachers, and parents were also positive about the treatment and its effects.

Self-Regulated Strategy Development at Tier 2 for Second-Grade Students With Writing and Behavioral Difficulties: A Randomized Controlled Trial

We examined the extent to which strategies instruction, using the Self-Regulated Strategy Development (SRSD) model, would enhance the writing, engagement during writing, and behavior of 44 second-grade students identified as having behavioral and writing difficulties. This study occurred within a comprehensive, integrated, three-tiered model of prevention that included behavioral, social, and academic components. Students were randomly assigned to an experimental or control condition. Students in the experimental condition received SRSD as a Tier 2 intervention. They were individually taught strategies for planning and composing, first for opinion essays and then for stories. Students met with their instructor 3 to 4 times per week for 30-min sessions, spending 3 to 4½ weeks in intervention for each genre. Students in the control group received the regular writing program. SRSD instructed students made significantly greater gains in writing quality and composition elements than control students for both opinion essays and stories. Students in the experimental condition also made greater gains than controls in academic engagement when writing opinion essays in their regular classroom. Transfer and behavioral effects, however, were limited. Implications are discussed.

Roger Martin explores three big ideas: customer capitalism, integrative thinking and design thinking

PurposeThe purpose of this paper is to present an interview with professor and noted author Roger Martin discussing three major topics— the future of capitalism, better executive decision making and innovations that boost customer value – all at the heart of current executive concerns.Design/methodology/approachThe paper presents Martin's view, – that modern capitalism has come through two major eras over the last century, managerial capitalism (1930s to 1970s) and shareholder capitalism (1980s to 2000s). He argues that the time has come to embark on a new era, the era of “customer capitalism” and explains why.FindingsIn answer to another set of questions, Martin provides his own insight into one of the management field's most elusive and intriguing questions: what is the essence of outstanding leadership, particularly at the CEO level? His research has led him to the finding that exceptional leaders are distinguished most by the way they think, by their capacity for what he calls “integrative thinking.”Practical implicationsTo a third set of questions, Martin offers his own solution to one of the major challenges facing senior executives today, how to become more innovative, not only in products and process, but also in the area of business management itself. His answer – executives should look to the concept of “design thinking” and learn how to apply it more widely to processes like strategy development and business model innovation.Originality/valueRoger Martin believes that the shareholder value system has been rigged to the detriment of stockholders, that great managers are distinguished by how they think before they decide what to do and that design thinking is a key competitive competency. Martin offers groundbreaking ways to think about leading and management.

Stop, Think, Proceed

Prevalence reports indicate approximately half of all children diagnosed with autism spectrum disorder (ASD) have a mild form of the disorder such as high-functioning autism, Asperger syndrome, or pervasive developmental disorder–not otherwise specified. These disorders are referred to collectively as high-functioning autism spectrum disorders (HFASD). Students with HFASD often receive their academic instruction in the general education setting. Social skills deficits, challenging behaviors, and the underlying cognitive characteristics related to the behaviors may limit students’ ability to function independently in the complex social environment of a typical high school. Strategy instruction is a promising intervention for helping students acquire skills to become effective social problem solvers, which may lead to improved adaptive functioning and independence. Special education teachers can use the self-regulation strategy development (SRSD) model to design a strategy for solving problems in the real world as part of a comprehensive social skills training program.

Improving the Reading Recall of High School Students With ADHD

Students with attention-deficit/hyperactivity disorder (ADHD) often have difficulty with reading comprehension. This multiple baseline across participants design with multiple probes study examined the effectiveness of a multicomponent reading comprehension strategy (TWA: Think Before Reading, Think While Reading, Think After Reading) taught following the self-regulated strategy development model on social studies expository text recall of three high school students with ADHD. Results showed improvement in the number of main ideas and percentage of supporting details recalled. Gains were maintained and some improvement occurred at 2- and 4-week follow-ups. Implications for future research and practice are discussed.

Model pengembangan strategi pembelajaran berwawasan lingkungan bagipeserta praktik kerja industri siswa teknik mekanik otomotif

LEARNING STRATEGY DEVELOPMENT MODEL ENVIRONMENTAL INSIGHT FOR PARTICIPANTS OF INDUSTRIAL WORK PRACTICES FOR AUTOMOTIVE MECHANICAL ENGINEERING STUDENTSThis study is the first phase of research that aims to examine the implementation of learning in tackling environmental problems SMK Skill Program of Otomotif Mechanic in building environmentally sound behavior. Research conducted in SMK N 1 Semarang and SMK N 7 Semarang. Retrieving data using the literature study and documentation. The analysis used is a description of the analysis. Description of the analysis results show that learning tackling environmental problems implemented wuth conventional strategies. From this description of finding result are then compiled design development model oriented/contextual learning strategies SETS (Environmenat, Science and Technology Community), models include: environmental teaching materials, unit of learning events and industry work practices certificate. Suggestions proposed: Should be testing the design strategy development model SETS insightful contextual learning, and then do the validation and continued dissemination.

A Review of Self-Regulated Strategy Development(SRSD) Model on Reading or Writing Ability for Students with or at-Risk of Disability

본 연구는 장애 및 장애 위험군 학생의 읽기ㆍ쓰기 능력 향상을 위해 SRSD 중재를 실행한 실험 연구들을 살펴봄으로써, 장애학생 대상의 학업중재로서 SRSD 모델의 적용 방안과 향후 연구의 방향을 모색하고자 하였다. 문헌 선정기준에 따라 2000년 이후의 국외 논문 13편과 국내 논문 1편을 선정하여 연구의 일반적 특성과 교수 전달의 세부적인 특성을 분석하였다. 그 결과 SRSD 모델은 학습장애, 정서ㆍ행동장애, ADHD 및 저성취 아동이나 장애 위험군 아동들을 대상으로 쓰기 영역에 대한 연구들이 주를 이루며, 그 효과성이 크게 입증되고 있고, 학습 전략의 암기를 위한 기억술과 중재의 절차는 연구의 특성에 따라 다양하게 변형되어 활용되고 있음을 알 수 있었다. 이를 토대로 1) 중재 대상 선정의 고려점 2) 읽기에 대한 SRSD 중재의 필요성 3) 내적 동기의 변화 측정의 필요성 4) 중재의 일반화 검증의 필요성 5) 전략의 암기를 위한 기억술의 다양성 6) 중재 실행자의 확대 필요성 7) 동기 전략의 개발 필요성 등에 대하여 논의하였다.

Caregiver- vs Infant-Oriented Feeding: A Model of Infant-Feeding Strategies among Special Supplemental Nutrition Program for Women, Infants, and Children Participants in Rural East Tennessee

The aim of this project was to collect data from focus-group participants to inform the future development of region-specific educational strategies to modify infant-feeding practices that may predispose children to obesity. Infant-feeding perceptions and practices were collected from participants of the Special Supplemental Nutrition Program for Women, Infants, and Children, through recorded focus groups, in two East Tennessee counties. Focus groups replaced the participants' required, prescheduled nutrition-education classes for participants with infants younger than 6 months of age. Twenty-nine focus groups were convened and recorded, reaching a total of 109 participants. Results of this series of focus groups indicate that the Special Supplemental Nutrition Program for Women, Infants, and Children population in rural East Tennessee was similar to populations elsewhere in terms of early solid-food introduction, frequent switching of formula, and sources of and valuation of infant-feeding advice. However, this population seemed to be different in the magnitude at which they introduce infant cereal early (primarily as an addition to the bottle). For this reason, interventions designed to reduce inappropriate infant-feeding behaviors in this population should focus on early introduction of solid food (especially infant cereal) first. In addition to these findings, a model of infant-feeding strategy development based on caregiver-orientation (framed within parenting styles) is presented and discussed.

A MODEL OF TECHNOLOGY STRATEGY DEVELOPMENT FOR IRANIAN NANO‐COMPOSITE COMPANIES / TECHNOLOGIJOS STRATEGIJOS VYSTYMO MODELIS IRANO NANOKOMPOZITŲ KOMPANIJOSE

In recent years, Iran's government has emphasized the development of nanotechnology‐based industry, so many Iranian companies have gravitated to this subject, or some new companies have established on nanotechnology fields such as nano‐composite products. Technology strategy (TS) is one of the most important aspects of any firm's strategic posture especially in dynamic environments; therefore this research is focused on adjusting a dynamic model of technology strategy development for Iranian nano‐composite companies’ conditions. This article spots four key environmental moderators (Iran as a developing country, high nanotechnology, nano‐composite companies, and information availability) which affect Chiesa's dynamic model for technology strategy, and investigates these moderators’ effects on the dynamic model's indicators. The results show that 22 indicators of Chiesa's model have changed for this case. Santrauka Pastaraisiais metais Irano vyriausybė pabrėžė nanotechnologijomis pagrįstos pramonės plėtros svarbą, todėl labai daug Irano kompanijų pradėjo orientuotis į šią sritį, susikūre naujų kompanijų, gaminančių nanokompozitų produktus. Technologijos strategija (TS) yra vienas svarbiausių bet kokios firmos strateginių aspektų, ypač dinamiškoje aplinkoje. Šiame straipsnyje bandoma sukurti dinaminį technologijos strategijos vystymo modelį Irano nanokompozitų kompanijoms. Straipsnyje atskleidžiami keturi pagrindiniai veiksniai (Iranas kaip besivystanti šalis, aukštoji nanotechnologija, nanokompozitų kompanijos, informacijos prieinamumas), kurie veikia Chiesa dinaminį technologijos strategijos vystymo modelį, ir tiria, kaip tie veiksniai daro įtaka dinaminio modelio rodikliams. Rezultatai rodo, kad 22 Chiesa modelio rodikliai buvo pakeisti.

The Effects of the Paraphrasing Strategy on the Reading Comprehension of Young Students

Reading comprehension is an important component of academic success and a skill required for many activities in school. However, little is known about effective reading comprehension interventions for younger students. This study investigated the effects of the paraphrasing strategy taught using the self-regulated strategy development model. Participants were six third grade students identified as fluent readers who experienced difficulty with comprehension. All instruction for the six participants was one on one. Results indicate that the use of the RAP paraphrasing strategy increased reading comprehension as measured by the percentage of text recall and short-answer questions (RAP is a three-step strategy: Read a paragraph, Ask myself “What was the main idea and two details?” and Put it into my own words). Ideas for future research and implications are discussed.

Improving the Persuasive Essay Writing of High School Students with ADHD

Students with attention deficit hyperactivity disorder (ADHD) often experience serious academic deficits. One area that is particularly problematic is written expression. This study assesses the effectiveness of a persuasive essay-writing strategy taught by using the self-regulated strategy development model on the writing skills of 3 high school students with ADHD. Results indicate a marked improvement in the number of essay elements, length, and holistic quality of students' essays. Planning time also increased. The students maintained gains at 3-week follow-up. The article also discusses implications for future research and practice.