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Using a “literacy across the curriculum” intervention using self-regulation

Using a “literacy across the curriculum” intervention using self-regulation
Using a “literacy across the curriculum” intervention using self-regulation
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
0013-1911
71-81
Bentham, Jo
69a4d40b-5f2b-4b2d-8a1e-3eec05a7bf92
Davies, Peter
281e2afe-8fc1-4242-875c-df6c4db17375
Galbraith, David
c4914b0d-4fd1-4127-91aa-4e8afee72ff1
Bentham, Jo
69a4d40b-5f2b-4b2d-8a1e-3eec05a7bf92
Davies, Peter
281e2afe-8fc1-4242-875c-df6c4db17375
Galbraith, David
c4914b0d-4fd1-4127-91aa-4e8afee72ff1

Bentham, Jo, Davies, Peter and Galbraith, David (2016) Using a “literacy across the curriculum” intervention using self-regulation. Educational Review, 68 (1), 71-81. (doi:10.1080/00131911.2015.1058751).

Record type: Article

Abstract

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

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More information

e-pub ahead of print date: 3 July 2015
Published date: 2016
Organisations: Southampton Education School

Identifiers

Local EPrints ID: 380078
URI: https://eprints.soton.ac.uk/id/eprint/380078
ISSN: 0013-1911
PURE UUID: b044bf9d-6a0e-44bf-9d7a-5c1b79c0af4c

Catalogue record

Date deposited: 03 Sep 2015 10:34
Last modified: 17 Jul 2017 20:38

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