Learning to integrate multiple information sources is vital for advancing learners' digital literacy. Previous studies have found that learners' epistemic metacognitive knowledge about the nature of knowledge and knowing is related to their strategic integration performance. The purpose of this study was to understand how these relations come into…

This study examined the impact of teaching a planning strategy for planning argument-based written responses on the writing performance of ninth grade students in the context of social studies. The Self-Regulated Strategy Development (SRSD) model was used as an instructional framework to teach the planning strategy. Pre- and posttest writing…

Members of a site of the California Writing Project conducted the study in this article in partnership with a large, urban, low-SES school district where 93% of the students speak English as a second language and 69% are designated Limited English Proficient. Over an eight-year period, a relatively stable group of 55 secondary teachers engaged in…