Observational Learning and Its Effects on the Orchestration of Writing Processes

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Effects of two Types of Self-Regulatory Instruction Programs on Students with Learning Disabilities in Writing Products, Processes, and Self-Efficacy (2006, background): “As for the temporal organization of writing processes, defined hy several researchers as orchestration (Braaksma et al., 2004; Graham & Harris, 2000; McCuthen, 2000), other conclusions are possible.”
Peer reviewers learn from giving comments (2011, background): “This finding is consistent with previous research showing that students can learn by explaining wrong (or weak) examples ( Braaksma et al. 2002; Gick and McGarry 1992; Siegler 2002).”
Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives (2010, unknown): “Modeling examples have been used more often, however, to teach less structured skills such as writing (e.g., Braaksma et al. 2002, 2004; Couzijn 1999; Zimmerman and Kitsantas 2002), assertive communication (Baldwin 1992; Decker 1980), or collaboration (Rummel and Spada 2005; Rummel et al. 2009).”