Implementation fidelity of the creative writing unit was high: absentee rates below about 3% and completion of crucial divergent-thinking and writing assignments between 88% and 94%¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Absenteeism during the intervention was below 1% in panel 1 and below 3% in panel 2 for both groups. → Anouk ten Peze 2024 q2 i? Almost all students completed the crucial divergent thinking and writing assignments in both panels. → Anouk ten Peze 2024 (2)

Evidence¶

Anouk ten Peze 2024¶

Anouk ten Peze, Tanja Janssen, Gert Rijlaarsdam, Daphne van Weijen. (2024). Instruction in creative and argumentative writing: transfer and crossover effects on writing process and text quality. Instructional Science. https://doi.org/10.1007/s11251-023-09647-3

q2 · i? · causal · r2

The fidelity analysis tracked attendance records for both conditions and sampled 26 workbooks per panel. The data-analysis section reports the attendance percentages: "the absentee rate was below 1%" in panel 1, with the panel 2 figures as quoted.

"the absentee rate was below 1% for all occasions in both conditions in panel 1 and less than 1% for the AWI-CWI Group and less than 3% for the CWI-AWI Group in panel 2."

Anouk ten Peze 2024 (2)¶

Anouk ten Peze, Tanja Janssen, Gert Rijlaarsdam, Daphne van Weijen. (2024). Instruction in creative and argumentative writing: transfer and crossover effects on writing process and text quality. Instructional Science. https://doi.org/10.1007/s11251-023-09647-3

q2 · i? · causal · r2

The fidelity analysis checked crucial tasks in sampled workbooks (26 per panel): "Almost all students completed all divergent thinking assignments" with the printed completion percentages for both panels.

"Almost all students completed all divergent thinking assignments (Panel 1: 88%; Panel 2: 94%) and all writing assignments (Panel 1: 90%; Panel 2: 88%)."

Discussion¶

Related Claims¶

• Students in both panels were generally positive about the creative writing unit's instructional design, with only two items scoring below neutral and a group difference on one scale — related
• Meeting four or more implementation fidelity criteria is associated with course grades about 0.24 points higher than expected, a 0.58 grade-point swing versus meeting only two criteria. — related
• Schools implementing MTSS with higher fidelity show less absenteeism — related
• Creative writing instruction improved creative text quality in panel 1 and showed a transfer effect on argumentative text quality moderated by Creative Self-Concept, a pattern the second panel did not replicate — related