#EMPIRICAL STUDIES PROFESSIONAL#

The effects of writing to learn (WTL) on academic achievement and attitude to lesson in English classes. Manchón (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. Learning to write: Issues in theory, research, and pedagogy.

Writing to learn in content areas: Research insights. College Composition and Communication, 36(2), 140-149. Learning to write in the social sciences. College Composition and Communication, 28(2), 122-128. Rewriting the wor(l)d: Quick writes as a space for critical literacy. European Journal of Educational Research, 8(1), 1-7. Writing for and because of lifelong learning. International Journal of English Studies, 1(2), 1-23.ĭeveci, T. Learning to write in a second language: Two decades of research. Studies in Applied Linguistics, 6(2), 7-25.Ĭumming, A. L2 students’ academic literacy development guided by teacher written feedback: A writing-to-learn perspective. Review of Educational Research, 74(1), 29–58. The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Journal of Experimental Psychology: Applied, 23(2), 115–127. Understanding the cognitive processes involved in writing to learn. Keywords: Writing to learn, learning to write, feedback, low-stakes writing tasks, content-areas, disciplines.Īckerman, J. Finally, this paper overviews relevant pedagogical implications and future research directions. Findings indicated that writing to learn is an effective instructional strategy across different grade-levels and disciplines both in the L1 and L2 teaching and learning contexts. Later in this paper, I set out to elaborate on thematic patterns if these existed and identify areas where further research may be warranted. Reviewed studies examined writing to learn in different disciplines and grade levels across countries, including the US, Canada, Turkey, Norway, Spain etc.

For this purpose, I reviewed 17 studies spanning a 17-year period (2004-2020) and representing both the L1 and L2 contexts. Offering evidence and reports from basic education and training to continuous or adult learning, Empirical Research in Vocational Education and Training will appeal not only to academics and researchers in the field of vocational education, but also to policy-makers, policy planners and administrators, school-leaders and trainers.This paper adds to writing to learn research by reporting on empirical and conceptual studies on the subject matter but also by speculating on the learning virtues that writing offers besides its function as an assessment tool, namely that it can provide students with an adequate avenue to reflect on their learning.

#EMPIRICAL STUDIES PROFESSIONAL#

The journal fills a gap in the existing literature focusing on empirically-oriented academic research and stimulating the interest in strengthening the vocational part of the educational system, both at the basic and higher education level.Ĭontributions published in this journal cast new light on a broad range of topics related to teaching and learning in vocational education, such as pedagogy practices, apprenticeship, competence development, validation of test instruments and assessment, professional challenges with certain labour-market conditions, and classroom experience. The main focus of this journal is to provide a platform for original empirical investigations in the field of professional, vocational and technical education, comparing the effectiveness, efficiency and equity of different vocational education systems at the school, company and systemic level. Andreas RauschĪssessment of Domain-specific Professional CompetenciesĮdited by Prof Olga Zlatkin-Troitschanskaia, Prof Richard Shavelson Technology-based assessment of domain-specific work-related competencesĪ broader understanding of competence that goes beyond knowledge reproduction in traditional testing and measurement of outcomes of educational efforts.Įdited by Prof.

Transitions of adolescents and young adults within the educational system and the labor market.Įdited by Prof. Transitions - Research with longitudinal data Alexander RobitzschĪssessing Financial Literacy as a Basis for Designing and Evaluating Interventions in Vocational and Adult Education and TrainingĮdited by: Prof. Test motivation and test conditions in domain-specific assessments in VETĮdited by: Jun. Harald Pfeifer, Maastricht University, Netherlands and BIBB, Germany The Economics of Vocational Education and TrainingĮmpirical Research in Vocational Education and TrainingĮdited by: Prof.

Empirical studies