Are reading and writing workshops considered research-based strategies?

Question

I have quite a bit of information on conducting reading and writing workshops, but it's all how individual teachers experiences conducting workshops. With NCLB and corrective action, our district is pushing research-based strategies. Does anyone know if there is any researched evidence that proves the effectiveness of using workshops?

I still plan on using them as part of an action-research project next year, and would like some evidence more than personal experiences.

Thanks.

Answer 1

I guess you are asking for quantitative data. Personal experiences is valid qualitatives data which you correlate for validity. I am not sure what studies have been done quantitatively on workshops. Check out the NEA site.

Answer 2

I must admit that your question stopped me in my tracks ... and, after reading it several times I'm still not sure I have interpreted it correctly, but I wanted to respond as a means of trying to work through the specifcs -and, hopefully, address your question with sufficient thought.

Actually, there are two questions:

(1) Are reading and writing workshops considered research-based strategies?

(2) Does anyone know if there is any researched evidence that proves the effectiveness of using workshops?

Regarding the first question: it seems reasonable to believe that workshops per se, meet a bona fide need based on front-end analysis of the audience as well as the gap between the current skill and/or knowledge set and the desired skill and/or knowledge set.  

If agreed, that assumption then drives the probability that the result from the front-end effort generates a series of iterations around an Instructional Design Model (typically based in research) that lends itself for producing (designing, developing, and delivering) a valid and credible workshop product or service.

It seems equally as reasonable to believe that reading and writing workshops for academic audiences are supported with materials, activities, techniques, and experiences that have been blessed by some level of research (beyond intuition or the same old, same old) and the workshop, in itself (i.e., beyond the presenter's qualifications) is constructed with strategies that have a clear basis in previously studied and published research.

With that said, it seems like the presenter (at a minimum) and the committee (also at a minimum) that advocated for both the workshop and the presenter, engaged in some level of due diligence to ensure the materials and methodology of the reading and writing workshops were aligned with best practices as sanctioned by the prevailing research.

In my view, it seems as if a quick review of the worshop materials -separate from a consideration of the presenter- would offer some testimony to the veracity of whether the workshop is based on research-tested principles.  At the very least, a review of sources (citations and Reference page) should offer a preliminary clue.

As for question two, my hope would be that a fairly thorough following of the advice given in response to question #1 would, simultaneously, answer the second question also.  Short of that, possibly a look at dissertations -and other workshops- from the nation's teachers colleges (e.g., Columbia University) would provide a snapshot regarding the effectiveness of such workshops.

In addition, I've included a link below that I share with all students (I teach educators) and, generally, this web site continues to provide current and applicable educational resources -including research- that I as well as my students find considerably valuable.

Good luck!