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Teacher implementation of Self-Regulated Strategy Development with an automated writing evaluation system: Effects on the argumentative writing performance of middle school students

Palermo, Corey, Thomson, Margareta Maria·2018·Contemporary Educational Psychology

DOI 10.1016/j.cedpsych.2018.07.002

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“…& Gavins, 2012; Baker et al., 2009; Ciullo & Mason, 2017; Cuenca-Carlino et al., 2018; De La Paz, 1999; Foxworth et al., 2017; Monroe & Troia, 2006; Palermo & Thomson, 2018), including those with autism spectrum disorders (Asaro-Saddler et al., 2021; Asaro-Saddler & Saddler, 2010; Delano,…”
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Authors: Palermo, C., & Thomson, M. M.
Affiliations: North Carolina State University (US)
Corresponding author: Palermo, Corey
ORCID: Palermo, Corey
Thomson, Margareta Maria
Venue: Contemporary Educational Psychology
Publisher: Elsevier BV
Published: 2018-07
Volume: 54
Pages: 255-270
ISSN: 0361-476X (ISSN-L)
DOI: 10.1016/j.cedpsych.2018.07.002
OpenAlex: W2856745662
Cited by: 107
References: 74
Citations by year: 2026: 8 · 2025: 12 · 2024: 23 · 2023: 16 · 2022: 21 · 2021: 17 · 2020: 5 · 2019: 5
FWCI: 20.37
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
www.elsevier.com/legal/tdmrep-license (tdm)
Locations: Contemporary Educational Psychology (publishedVersion)
Topics: Social Sciences › Education › Writing and Handwriting Education
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords: self-regulated strategy development, automated writing evaluation, argumentative writing, writing instruction, junior high school students, writing quality, teacher implementation, low-intensity intervention, social validity

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Teacher implementation of Self-Regulated Strategy Development with an automated writing evaluation system: Effects on the argumentative writing performance of middle school students

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