Writing research has been relatively scarce and small in scale in NZ, and the most recent writing achievement data shows by the time students reach Year 8, achievement rates have dropped or at best remained static. Despite research identifying indicators of effective writing teaching practices, there appears to be growing uncertainty for teachers about their role in the teaching of writing at Years 5-8. This study explores the influence of the Self-Regulated Strategy Development (SRSD) approach and specifically the use of REVISE strategy. Previous research has mostly focussed on using small numbers of students with learning difficulties and completed in controlled settings implemented by trained external facilitators. In contrast this study used purposive sampling to select eight teachers from four schools, who received Professional Learning Development (PLD) so they could implement SRSD/REVISE over a ten-week period.

Schools were grouped into two Case Studies, forming the units of analysis. Case Study A consisted of three year 7/8 and one year 5/6 classes, while Case Study B were all Year 5/6. Using a mixed methods convergent research design, quantitative data was gathered to establish the influence on student writing achievement (overall writing effectiveness and number of revisions) using a writing task and a student attitudinal questionnaire. Student and teacher perspectives of the enactment of SRSD/REVISE were collected by using individual teacher interviews and student groups were used to obtain qualitative data. All data was collected concurrently at three time points throughout the course of the study and used to establish the influence of SRSD/REVISE immediately after enactment and maintenance (three months after). Quantitative analysis of the writing tasks used the t-test for non-independent (paired) groups as students were not randomly assigned. The student questionnaire was analysed using frequency of responses to identify patterns or trends. A thematic analysis approach was used to guide the qualitative data analysis. Joint display analysis was used to integrate all data and was grouped using the following headings: Knowledge of the Student Writer; Knowledge of the Writing Process; Knowledge of the Teaching of Writing and Influences of Enactment: Constraints and Enablers.

Findings identified that enactment of SRSD/REVISE influenced writing achievement measures, although improved outcomes took longer to show for the older students. The use of the SRSD/REVISE approach enabled teachers to implement modelling using a variety of self-instructions while providing the mechanism to introduce and sustain peer conferencing and individualised goals. The REVISE writing strategy enabled students to actively revise their writing throughout the writing process. School based PLD facilitation throughout enactment supported teacher implementation of SRSD/REVISE. This allowed the facilitator to model, collaboratively plan, introduce writing strategies, and clarify implementation. Results from the teacher and student data indicate that teaching practices promoted student writing self-regulation behaviours, and enabled teachers to utilise effective writing approaches and instructional strategies.