Reflections on the Implementation of Writing Instruction: Issues of Agency and Practice Challenges

Lara Costa, Courtney Hattan, Katie Miller, Kimberlee Miller, Anna Beck, Edmund Fernandez, Alexandra Barker, Jackson Davis and Stephen Hooper
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Lara Costa: The University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
Courtney Hattan: The University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
Katie Miller: Florida Atlantic University, Boca Raton, Florida, USA
Kimberlee Miller: Florida Atlantic University, Boca Raton, Florida, USA
Anna Beck: The University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
Edmund Fernandez: The University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
Alexandra Barker: The University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
Jackson Davis: The University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
Stephen Hooper: The University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

Technium Social Sciences Journal, 2026, vol. 83, issue 1, 1-13

Abstract: This paper provides current reflections on the various trials and tribulations of a large-scale implementation study using the Self-Regulated Strategy Development (SRSD) instructional model as the vehicle to enhance middle school writing instruction. Teachers’ and students’ agency affords them the capacity to make deliberate choices, achieve goals, and create change in the classroom. Given the strong evidence of impact of the SRSD instructional model, our goal is to determine if SRSD can be effectively implemented in middle school classrooms of sixth grade teachers and their students with widespread integration into writing instruction. In this process, we have encountered several practical challenges to agency in the classroom— including the school environment, individual student needs, student understanding of the concept, and the instructional demands placed on teachers. In addition, we explore a number of prevalent, persistent concerns raised by educators with respect to implementing evidence-based practices (EBPs) for writing (including SRSD). We provide some initial strategies for educators to address these concerns with the goal of supporting teacher agency with respect to their classroom responsibilities and, ultimately, increase the chance for positive student outcomes.

Date: 2026
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Persistent link: https://EconPapers.repec.org/RePEc:tec:journl:ojs:13553

DOI: 10.47577/tssj.v83i1.13553

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