Validation of the Writing Strategies Questionnaire in the Context of Primary Education: A Multidimensional Measurement Model.

Research has shown that writers seem to follow different writing strategies to juggle the high cognitive demands of writing. The use of writing strategies seems to be an important cognitive writing-related variable which has an influence on students' writing behavior during writing and, therefore, on the quality of their compositions. Several studies have tried to assess students' writing preferences toward the use of different writing strategies in University or high-school students, while research in primary education is practically non-existent.

Effects of Direct Instruction and Strategy Modeling on Upper-Primary Students' Writing Development.

Strategy-focused instruction is one of the most effective approaches to improve writing skills. It aims to teach developing writers strategies that give them executive control over their writing processes. Programs under this kind of instruction tend to have multiple components that include direct instruction, modeling and scaffolded practice.

Enhancing divergent thinking in visual arts education: Effects of explicit instruction of meta-cognition.

Background: The main purposes of visual arts education concern the enhancement of students' creative processes and the originality of their art products. Divergent thinking is crucial for finding original ideas in the initial phase of a creative process that aims to result in an original product.

Aims: This study aims to examine the effects of explicit instruction of meta-cognition on students' divergent thinking.

The effect of observational learning on students' performance, processes, and motivation in two creative domains.

Background: Previous research has shown that observation can be effective for learning in various domains, for example, argumentative writing and mathematics. The question in this paper is whether observational learning can also be beneficial when learning to perform creative tasks in visual and verbal arts.

Aims: We hypothesized that observation has a positive effect on performance, process, and motivation.

Two instructional designs for dialogic citizenship education: an effect study.

Background: Despite the renewed interest in citizenship education, relatively little is known about effective ways to realize citizenship education in the classroom. In the literature on citizenship education, dialogue is considered to be a crucial element. However, there is very little, if any, empirical research into the different ways to stimulate dialogue.

The effects of adapting a writing course to students' writing strategies.

Background: When writing a text, students are required to do several things simultaneously. They have to plan, translate and review, which involve demanding cognitive processes. In order to handle this complexity, writers need to develop a writing strategy.

Teachers' task demands, students' test expectations, and actual test content.

Background: Previous studies on instructional importance show that individual students and their teachers differ in the topics that they consider important in the context of an upcoming teacher-made test.

Aims: This study aimed to examine whether such differences between students' test expectations and teachers' intended task demands can be explained by the actual test content.

Samples: Participants were history teachers (N=19) and their 11th-grade students (N=388).

The dimensionality of speaking and writing: a multilevel factor analysis of situational, task and school effects.

Background: This article addresses the question whether communication apprehension (CA) should be regarded as a unidimensional or alternatively as a multidimensional construct. The answer is not only interesting from a theoretical point of view. There might also be practical implications for the treatment of CA.