Peer-Mediated Writing Interventions

2021 ◽  
pp. 84-100
Author(s):  
Christine K. Malecki ◽  
Samantha Coyle
Keyword(s):  
Skill Development ◽  
Change Agents ◽  
Written Text ◽  
Writing Interventions ◽  
Writing Skill ◽  
The Many

A variety of writing interventions task peers with assisting students with planning and revising written text, including providing feedback on other students’ writing. This chapter discusses the use of peers as change agents within writing interventions. In particular, we identify the many areas of writing that students can be enlisted to support their peers’ writing skill development. Considerations regarding the use of peers in improving other students’ writing are discussed, and sample materials are included. We also discuss considerations related to diversity and equity within the realm of peer-mediated writing interventions.

Peers as Change Agents

2021 ◽  
pp. 5-17
Author(s):  
Renee O. Hawkins ◽  
Mary Katherine Gerrard ◽  
Christa L. Newman ◽  
Hannah McIntire
Keyword(s):  
Student Engagement ◽  
Social Relationships ◽  
Social Skill ◽  
Behavioral Interventions ◽  
Skill Development ◽  
Change Agents ◽  
Social Skill Development ◽  
Opportunities To Respond ◽  
Free Resource ◽  
The Many

This chapter details the many advantages of utilizing peers as change agents in behavioral interventions, including being a readily available and free resource, increasing opportunities to respond, promoting generalization, being socially valid and culturally relevant, increasing student engagement with intervention, providing access to natural reinforcement, promoting social skill development, and supporting the development of peer social relationships. The chapter also positions peer-mediated interventions as relevant to the development of children and highlights the value and usefulness of identifying the behaviors the intervention is targeting and then emphasizing the importance of the peer’s role. This chapter also discusses the research supporting the effectiveness of peers as interventionists, indicating that they can be reliably trained to carry out interventions in schools.

Social marketing hackers

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Maria M. Raciti
Keyword(s):  
Social Marketing ◽  
Change Agents ◽  
Content Type ◽  
Marketing Professional ◽  
The Social ◽  
Greater Good ◽  
The Many ◽  
Behaviour Changes ◽  
Social Causes ◽  
Blind Spots

Purpose Social marketing has come of age. Today, the study is a legitimate discipline with a wealth of empirical evidence that manifestly demonstrates the ability to bring about behaviour changes for the greater good. As social marketers, the study is rapidly expanding the horizons, with a growing interest in the labyrinth of systems that influence the chosen social causes. The study has become brave and bold, but is the study now running the risk of romanticising the work and ourselves? It is time to recalibrate, to take stock and to address the elephants in the social marketing room. Design/methodology/approach Expanding on my Change 2020 Driving Systems Change panel presentation, this study is a provocation, a think piece, centred around two observed phenomena. Findings The first phenomenon observed is the many identities of the contemporary social marketer – hackers, change agents, heroes, political power brokers and master puppeteers. The second phenomenon observed is the accelerated interest in systems thinking for which the author propose three preconditions are needed – an awareness of the system(s); an acknowledgement that this study is a part of the system(s) and the need to decolonise social marketing. Originality/value This paper poses challenging questions but offers no solutions as to how social marketers should, could or do square up the blind spots, make peace with the paradoxes or unblinking the views. Not only would it be naïve to proffer solutions but it would also stifle the growth of you, the reader, in your journey to becoming an integrated person and woke social marketing professional.

scholarly journals Living Life as Inquiry – a Systemic Practice for Change Agents

2020 ◽  
Author(s):  
Margaret Rose Gearty ◽  
Judi Marshall
Keyword(s):  
Action Research ◽  
Data Gathering ◽  
Change Agents ◽  
Real Life ◽  
Environmental Concerns ◽  
First Person ◽  
Extensive Experience ◽  
The Past ◽  
Systemic Practice ◽  
The Many

Abstract The practical orientation of action research, together with its embedded and participative principles, means it is particularly suited to complex, interconnected questions and ‘real life’ systemic issues. In the realm of first-person action research, Judi Marshall’s (1999) influential article “Living Life as Inquiry” described how such research can extend to one’s whole life whereby professional and personal questions can be set within politically relevant frames. Over the past two decades, many students and researchers have worked with and drawn much imaginative inspiration from the idea of living life as inquiry (LLI). However little has been written to describe how the practice develops and the many forms it can take. This article draws on our extensive experience as inquirers ourselves and as educators, working with students and change agents motivated to address social and environmental concerns. Twenty years after the original article we have conducted a reflective review that included surveying the literature, and working in depth with a range of stories and current practices. From this comes a textured expansion of the language and practice of living life as inquiry as it is approached from the specificity of people’s lives. Through narrative and visual textures, we present views into the many different ways LLI is developed through day-to-day practices of experimentation, data gathering, artistic exploration, intervention and reflection. We explore what this means for quality in the enactment of inquiry. The article draws particular attention to the embodied nature of inquiry and seeks to capture its fleeting, processual quality.

scholarly journals Migrant entrepreneurs as cosmopolitan change agents

2016 ◽  
Vol 11 (3) ◽  
pp. 297-312 ◽  
Author(s):  
Catarina Figueira ◽  
Giorgio Caselli ◽  
Nicholas Theodorakopoulos
Keyword(s):  
Change Agents ◽  
Symbolic Capital ◽  
Negative Effects ◽  
Content Type ◽  
Social Actors ◽  
Scant Attention ◽  
Migrant Entrepreneurs ◽  
Mind Set ◽  
The Many ◽  
Conceptual Study

Purpose The aim of this paper is to provide novel insights into how the cosmopolitan mind-set can be fostered at a time of globalization by considering a group of social actors that has received scant attention in the literature on institutional change, notably migrant entrepreneurs. Design/methodology/approach This is a conceptual study that draws on Bourdieu’s theory of capital to develop a set of testable propositions as to how the economic, cultural, social and symbolic capital endowments of migrant entrepreneurs shape their agency in bringing about cosmopolitan transformation. Findings Together, migrant entrepreneurs endowed with higher levels of capital may act as institution reformers and promote the cosmopolitan mind-set by influencing the beliefs, incentives and behaviors of those embedded in more entrenched traditional institutions. Research limitations/implications This conceptual framework deals with only one of the many agents that may help bring about cosmopolitan change and is particularly well suited to a Western European context. Practical implications This conceptual paper provides a number of testable propositions that can be central to an empirical investigation into how the levels of capital possessed by migrant entrepreneurs affect their engagement in cosmopolitan change. Social implications The findings help identify those individuals who are more likely to endorse the cosmopolitan movement. This implication may be of particular interest to policymakers concerned with conceiving ways of counteracting some of the negative effects caused by globalization, as they need to identify and understand the social agents who can take on the role of catalyzers of public reforms. Originality/value The novelty of this paper lies in the development of a set of propositions that shows how divergent change toward a cosmopolitan vision might be engendered by spatially dispersed actors endowed with varying degrees of economic, cultural, social and symbolic capital.

Writing between the Lines

2021 ◽  
Vol 21 (3) ◽  
pp. 427-453
Author(s):  
Julie Sievers
Keyword(s):  
Skill Development ◽  
Digital Reading ◽  
Student Work ◽  
Writing Skill ◽  
Social Annotation ◽  
Survey Responses ◽  
Literature Classrooms

Abstract This article explores how annotation with digital, social tools can address digital reading challenges while also supporting writing skill development for novices in college literature classrooms. The author analyzes student work and survey responses and shows that social annotation can facilitate closer digital reading and scaffold text-anchored argumentation practices.

Young Adolescent EFL Students’ Writing Skill Development: Insights From Assessment Data

2018 ◽  
Vol 15 (4) ◽  
pp. 311-329 ◽  
Author(s):  
Mikyung Kim Wolf ◽  
Saerhim Oh ◽  
Yuan Wang ◽  
Fred S. Tsutagawa
Keyword(s):  
Skill Development ◽  
Young Adolescent ◽  
Assessment Data ◽  
Writing Skill ◽  
Efl Students

scholarly journals Are You Being Rhetorical? A Description of Rhetorical Move Annotation Tools and Open Corpus of Sample Machine-Annotated Rhetorical Moves

2020 ◽  
Vol 7 (3) ◽  
pp. 138-154
Author(s):  
Simon Knight ◽  
Sophie Abel ◽  
Antonette Shibani ◽  
Yoong Kuan Goh ◽  
Rianne Conijn ◽  
...  
Keyword(s):  
Learning Analytics ◽  
Skill Development ◽  
Rhetorical Analysis ◽  
Tool Design ◽  
Formative Feedback ◽  
Tool Development ◽  
Preliminary Step ◽  
Research And Teaching ◽  
Writing Skill ◽  
Rhetorical Structures

Writing analytics has emerged as a sub-field of learning analytics, with applications including the provision of formative feedback to students in developing their writing capacities. Rhetorical markers in writing have become a key feature in this feedback, with a number of tools being developed across research and teaching contexts. However, there is no shared corpus of texts annotated by these tools, nor is it clear how the tool annotations compare. Thus, resources are scarce for comparing tools for both tool development and pedagogic purposes. In this paper, we conduct such a comparison and introduce a sample corpus of texts representative of the particular genres, a subset of which has been annotated using three rhetorical analysis tools (one of which has two versions). This paper aims to provide both a description of the tools and a shared dataset in order to support extensions of existing analyses and tool design in support of writing skill development. We intend the description of these tools, which share a focus on rhetorical structures, alongside the corpus, to be a preliminary step to enable further research, with regard to both tool development and tool interaction

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