Measurement Incorporated

Be sure to check out the newly released Frontier's e-book on the topic of Student and Teacher Writing Motivational Beliefs, which features research from our team. Our paper, titled "Writing motivation and ability profiles and transition during a technology-based writing intervention," delves into the diverse writing motivation and ability profiles among U.S. middle-school students participating in an automated writing evaluation (AWE) intervention using MI Write. Through our research, we identified significant profiles and transition paths that provide insight into students' attitudes, motivations, and abilities in writing. We are thrilled to join many esteemed writing researchers in contributing to this e-book. We invite you to explore our findings and the broader collection of insightful articles in the e-book, now available online at https://lnkd.in/etvyf_tD

If you are in GA or MD check out this great opportunity for rising 6th and 7th grade students! Applications are due 3/28. https://lnkd.in/eA2gifU7

Despite the growing interest and use of Automated Writing Evaluation (AWE) in education, previous research has not examined how elementary-aged English Learners (ELs) in the United States interact with and benefit from feedback on their writing from these systems. A research collaboration between our team and the University of Delaware has addressed this gap. After controlling for demographics and literacy achievement, the researchers applied regression and machine learning analyses to compare whether non-ELs, proficient ELs, and non-proficient ELs equally accessed MI Write's feedback, improved their writing, productively revised their writing, revised the same features of their writing, and positively perceived MI Write. Language status was not related to students’ behavioral and cognitive engagement with AWE feedback or their ability to benefit from that feedback. All students reported positive perceptions of MI Write, but proficient ELs held statistically significantly more positive perceptions than their peers. Overall, the team's findings indicate that AWE systems like MI Write show promise for supporting the writing growth of elementary ELs. You can access the article, just published in Learning and Instruction, for free for the next month using the link below. https://lnkd.in/eTCaXFJK

Since the start of the COVID-19 pandemic, accumulating research documents how the pandemic has affected young people. A new policy brief released by Division 15 of the American Psychological Association reviews social, academic, identity, and mental health impacts from the literature and offers policy recommendations for university administration and staff, psychologists, and policymakers to promote and support young people’s psychosocial health and well-being. https://lnkd.in/gu_Ctn43

For the first time, teachers in a nationwide study have told researchers what strategies they think work best to deal with student violence against educators. Teachers rated suspending or expelling students as the least effective way of addressing violence, despite the popularity of 'zero tolerance' policies in many school districts.

American Psychological Association Division 15: Educational Psychology has released a great new education practice brief on promoting students’ self-regulated learning (SRL) in classrooms. SRL is associated with positive learning and motivational outcomes, but it is not a skillset that is often taught or promoted in school. The brief synthesizes theory and evidence from educational psychology to provide educators with actionable practices to help students become more motivated, engaged, and self-regulated learners.  https://lnkd.in/gQF3-nzC