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Assessing The Predictive Nature Of Teacher And Student Writing Self-Regulation Discrepancy, Michael Broda, Eric Ekholm, Sharon Zumbrunn

Foundations of Education Publications

In this study, we examine the extent to which the discrepancy between teacher-reported and student-reported self-regulatory behaviours during writing were associated with students’ end-of-year writing grades after controlling for student writing ability and other demographic characteristics. Results of our study, conducted with a sample of 201 middle grades students enrolled in a large, comprehensive suburban school district in the Mid-Atlantic U.S., suggest a significant and positive relationship between teacher discrepancy and grades, after controlling for writing ability, student self-regulation, gender, race/ethnicity, and SES. This has clear implications for the classroom, as it suggests that even after accounting for student difference …