A recent study by Debra McKeown and colleagues is described by author Eliabeth Foster as important not only because it highlights professional learning about a model of writing instruction of interest to many educators, but also because it examines teachers' reflections about their experiences in professional learning. Building on a larger quantitative study, this qualitative study elicited teachers' insights about the elements of the professional learning they found beneficial for instruction and student outcomes. McKeown and colleagues looked at how 2nd- and 3rd-grade teachers in three rural schools experienced and responded to professional development related to a writing instruction method called self-regulated strategy development (SRSD). SRSD is a complex instructional approach that includes "active, discourse-based, scaffolded, and explicit learning of: strategies for genre-specific and general writing employed across the writing process" (p. 757). SRSD instruction includes as core principles engaging students as active collaborators, attention to social and emotional learning, and a commitment to teacher adaptations. The SRSD strategy is well-researched and recognized by the What Works Clearinghouse as an evidence-based practice. More than 100 studies by multiple research teams have found that SRSD achieves significantly higher effect sizes than other instructional approaches in writing.