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ERIC Number: EJ1083319
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0013-1911
Using a "Literacy across the Curriculum" Intervention Using Self-Regulation
Bentham, Jo; Davies, Peter; Galbraith, David
Educational Review, v68 n1 p71-81 2016
This paper describes an exploratory trial conducted with 14-15 year-old students in English state schools who were studying business start-ups as part of a course in "Business Studies". The intervention uses a "Story Grammar" strategy to improve students' reasoning by increasing the frequency and complexity of their use of "connectives" such as "when", "if" and "because". The analysis reports positive effects of the intervention on students' understanding as judged by the use of a standard examination style mark scheme, and the number and complexity of connectives used by students in their extended writing. By reporting effects on immediate target variables we are able to examine the causation with precision. Effects are reported through standard t-tests and effect size. We also discuss the design of the experiment and comment on its practicability as a model for investigating effects of classroom interventions.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)