Overview

This book takes a fresh look at the challenge of setting up educational writing intervention studies in authentic class contexts. In four sections, the book offers innovative approaches on how to conceptualize, design, implement, and evaluate writing interventions for research purposes. Hot topics in the field such as professional development for scaling up writing interventions, building research practice partnerships, implementation variation and fidelity, and response to intervention are addressed. To illustrate the proposed approaches for writing promotion, the book showcases a wide variety of writing interventions from around the world, ranging from single-participant designs to large-scale intervention studies in writing.

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Fien De Smedt, Ph.D. (2019), Ghent University, is a postdoctoral researcher at the Department of Educational Studies at that Univeristy. Her research mainly focusses on how to foster elementary and secondary school students' writing skills and motivation. Renske Bouwer is Assistant Professor in Language and Education at Utrecht University. She combines theories from educational sciences, psychology and linguistics to improve the writing skills of students in all educational levels. She also investigates the merits of comparative assessment methods for the formative and summative assessment of writing. Teresa Limpo is Assistant Professor at the Faculty of Psychology and Education Sciences at the University of Porto. Her main research interest involves the relationship between non-academic skills (e.g., motivation, mindfulness, physical activity) and academic achievement, including writing. Steve Graham is a Regents and the Warner Professor in the Division of Leadership and Innovation in Teachers College. He completed his Ed.D. at the University of Kansas. For 42 years he has studied how writing develops, how to teach it effectively, and how writing can be used to support reading and learning. His research involves typically developing writers and students with special needs in both elementary and secondary schools, with much of occurring in classrooms in urban schools.

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