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Full-Text Articles in Education

Engaging Fyc Students With Quality Work Design, Candace Deal Dec 2014

Engaging Fyc Students With Quality Work Design, Candace Deal

Master of Arts in Professional Writing Capstones

Students learn at deeper levels when engaged with their work; however, engaging students in writing is one of the biggest challenges all composition teachers face. This qualitative study asked Kennesaw State University students to describe the work in English 1101 and English 1102 that they found meaningful and engaging. The data collected was then aligned with research about engaging students in grades K-12 based on the work of Phillip Schlechty. Results from this study reveal that many of the same engagement qualities identified by Schlechty have application in the FYC classroom for engaging students and improving learning.


Writing Behaviors Of A 5th Grade Bilingual Student, Zachary T. Koch Oct 2014

Writing Behaviors Of A 5th Grade Bilingual Student, Zachary T. Koch

Education and Human Development Master's Theses

Significant shifts in demographics across the United States continue to impact educational demands and decisions. This article is an initial investigation of the behaviors and understandings of a bilingual student participating in an academic literacy community. In order to begin exploring my topic, I posed the question: “What traits are evident in a bilingual student’s writing at home and at school?” The participants included a 5th grade male and his mother; both speak English as a second language and are of South Korean heritage. I approached my research qualitatively; using discourse analysis of written text and oral conversation ...


Programming Generality Into A Performance Feedback Writing Intervention, Bridget Hier Aug 2014

Programming Generality Into A Performance Feedback Writing Intervention, Bridget Hier

Dissertations - ALL

Substantial numbers of students in the United States are performing below grade-level expectations in core academic areas, including mathematics, reading, and writing (Aud et al., 2012; National Center for Education Statistics, 2012). National estimates suggest that these deficits are greatest in the area of writing (National Center for Education Statistics, 2012; Persky, Daane, & Jin, 2003), presenting a clear need for research efforts that focus on the development of effective writing interventions. Although performance feedback procedures have been shown to produce promising short-term improvements in elementary-aged students' writing fluency skills (Eckert, Lovett, Rosenthal, Jiao, Ricci, & Truckenmiller, 2006), evidence of maintenance and ...


Transitioning To Writing About Writing: A Consideration Of The Metawriting Teaching Approach At The University Of Arkansas, Katie Michelle Smith Aug 2014

Transitioning To Writing About Writing: A Consideration Of The Metawriting Teaching Approach At The University Of Arkansas, Katie Michelle Smith

Theses and Dissertations

This thesis uses case studies of six Teaching Assistants and Instructors to analyze the curricular and pedagogical shift from a writing-through-literature model to the Composition II course to a metawriting approach during the 2014 spring semester at the University of Arkansas. The administrative decision from the Program in Rhetoric and Composition to make this transition came in response to the 2007 article by Elizabeth Wardle and Douglas Downs in College Composition and Communication outlining a "Writing about Writing" approach to teaching composition.


The Impact Of Self-Perception On A First Grade Writer, Shannon Moser May 2014

The Impact Of Self-Perception On A First Grade Writer, Shannon Moser

Education and Human Development Master's Theses

This qualitative study with one first grade writer investigated how the home and school environments influence one’s self-perception as a writer. The study also explored the various ways self-perception impacts one’s overall writing. Audio recording, observations of writing experiences in the home, interviews, and various writing surveys with the first grader and his family captured the process of how one’s self-perception impacts writing. Interviews and various writing surveys were administered and compared to gain insight to the student’s beliefs about writing and himself as a writer. The first grade student demonstrated his ability to self-assess his ...


The Effect Of Self-Regulation Writing Strategies And Gender On Writing Self-Efficacy And Persuasive Writing Achievement For Secondary Students, Jessica Galbraith May 2014

The Effect Of Self-Regulation Writing Strategies And Gender On Writing Self-Efficacy And Persuasive Writing Achievement For Secondary Students, Jessica Galbraith

Education Dissertations

This study investigated the impact of a self-regulation writing intervention program on the writing self-efficacy and persuasive writing achievement of ninth and tenth grade students. In addition, this study explored whether gender differences in writing may be addressed by the type of writing program that is implemented. Limited empirical studies have examined the impact of gender and self-regulation on persuasive writing achievement with heterogeneously grouped secondary school students. Understanding the influence of self-regulation writing strategies on writing self-efficacy and persuasive writing achievement, particularly in the context of gender, may assist schools and teachers in better preparing for the Common Core ...


Teaching Third-Grade Writing Using The Self-Regulated Strategy Development Model, Ellen Korver Apr 2014

Teaching Third-Grade Writing Using The Self-Regulated Strategy Development Model, Ellen Korver

Master of Education Program Theses

Writing is a self-directed activity that involves the intelligent use of a variety of mental operations and skills. Christian teachers want their students to be able to write well because it enables them not only to examine God’s world for themselves, but also to communicate with others. This communication is essential in many areas of modern life. However, research studies show that many students have only partially mastered writing skills. In this study, the effectiveness of an instructional mode, the Self-Regulated Strategy Development (SRSD) model, was examined in order to determine if its implementation would have a positive effect ...


Boys' Interest In Writing, Nancy J. Contestabile Jan 2014

Boys' Interest In Writing, Nancy J. Contestabile

Education and Human Development Master's Theses

This study investigates why some boys are motivated to write and what piques their interest, and why many boys are reluctant to participate in the writing process. Boys’ interest in writing is based on various factors that can include attitudes, choice, and purpose of the assignment, gender differences, technology and motivation. Participants were given writing surveys, interviews, observed and writing samples. This data was collected and analyzed using the constant comparison method, and presented in individual case studies.


Meeting All Students’ Needs Within A Scripted Writing Curriculum: A Self-Study, Michelle A. Stewart Jan 2014

Meeting All Students’ Needs Within A Scripted Writing Curriculum: A Self-Study, Michelle A. Stewart

Education and Human Development Master's Theses

This qualitative study, conducted in a kindergarten classroom at an urban charter school, investigated what happened when a teacher implemented a scripted writing curriculum. The study sought to examine how the teacher met individual student needs within the parameters of a scripted curriculum. It also sought to examine what happens when such a scripted curriculum is used. The teacher collected data in the form of lesson plans and a research journal. Lesson plans were delivered as scripted, but at times were adapted by the teacher. Each day after lesson delivery, the teacher wrote in a research journal, reflecting on the ...


Program Evaluation Of A Writing Strategies Curriculum For High School Students With Disabilities, Lisa J. Dejarnette Jan 2014

Program Evaluation Of A Writing Strategies Curriculum For High School Students With Disabilities, Lisa J. Dejarnette

Graduate Dissertations and Theses

The purpose of this study was to evaluate a writing strategies curriculum designed for use with high school students with disabilities. Specifically, this curriculum incorporates both the cognitive/motivational theory of writing and the social/contextual theory of writing, and was presented in a two-year program. Expected outcomes were improved written expression skills and improved student perceptions of their writing abilities and of themselves as writers. Results of this evaluation indicated that participation in a program using a writing strategies curriculum improved the written expression skills of the students in this study while self-efficacy beliefs remained stable.


Learning To Retell Stories Through Comparative Teaching: Writing And Drawing, Rachel L. Lindle Jan 2014

Learning To Retell Stories Through Comparative Teaching: Writing And Drawing, Rachel L. Lindle

Theses and Dissertations--Art & Visual Studies

Students who are emergent readers and writers are often difficult to assess, as they are unable to communicate understanding in writing. From my observations, these students communicate ideas best through concrete forms of expression, rather than the abstract formation of letters and writing that is unfamiliar to them. Drawing provides an alternate form of expression from writing. Based on information found in literature review and personal experiences from working with students who are emergent readers and writers, pictures and drawings are a bridge to communicate ideas with these students. This form of expression and communication may be a useful assessment ...


Teachers Adapting Common Core Informational-Text Writing Instruction For Students With Mild To Moderate Disabilities, Diana Hawley Jan 2014

Teachers Adapting Common Core Informational-Text Writing Instruction For Students With Mild To Moderate Disabilities, Diana Hawley

Doctoral Dissertations

With the adoption of the Common Core State Standards, students must now become skilled at using different types of writing to help them critique text and process information. They also are required to write informational text. Informational-text writing is challenging for students with mild to moderate disabilities, including students with language-learning disabilities, who often struggle with aspects of language necessary for learning to read and write. These students show striking challenges with productivity, grammatical and spelling accuracy, and sentence complexity, with differences in performance by genre (Koutsoftas & Gray, 2012; Scott & Windsor, 2000; Troia, Lin, Cohen, & Monroe, 2011). In order to help students meet the new writing standards, general-education teachers need to reconsider how they adapt writing instruction for students with language-learning disabilities in their classrooms.

This qualitative study examined the process of change among three third-grade teachers who participated in an 8-week writing-adaptation innovation. The Concerns-Based Adoption Model (CBAM) (Hall & Hord, 1987; Hall, Wallace, & Dossett, 1973) served as the conceptual framework ...


Understanding The Effect Of Formulaic Language On Esl Teachers' Perceptions Of Advanced L2 Writing: An Application Of Corpus-Identified Formulaic Language, Alison Youngblood Jan 2014

Understanding The Effect Of Formulaic Language On Esl Teachers' Perceptions Of Advanced L2 Writing: An Application Of Corpus-Identified Formulaic Language, Alison Youngblood

Electronic Theses and Dissertations

A quantitative study was conducted to determine if the amount of formulaic language influenced ESL teachers' perceptions (n=102) of non-native writing skill, as evidenced by composite and sub-scale scores on the ESL Composition Profile (Jacobs et al., 1981). Formulaic language was operationalized as 25 three-word strings sampled from the writing sub-list of the Academic Formulas List (Simpson-Vlach & Ellis, 2010) and further validated as frequent in the Michigan Corpus of Upper Level Student Papers. The target formulaic sequences were divided into three experimental groups representing a low, mid, and high amount of formulaic language. Four advanced non-native writers generated argumentative, timed writing samples that incorporated the target sequences. The writing samples were then assembled into data collection packets and distributed at eight Intensive English Programs across the southeastern United States. A repeated measures ANOVA indicated that there was a significant difference in composite score (p<.05) between the control and three experimental conditions; however, the essays that incorporated 16 and 25 formulaic sequences scored significantly lower than those with zero or eight target sequences. When the amount of syntactical and semantic errors were strictly controlled for, the composite scores also fell between the control and ...


A Test Of Productive English Grammatical Ability In Academic Writing: Development And Validation, Yoo-Ree Chung Jan 2014

A Test Of Productive English Grammatical Ability In Academic Writing: Development And Validation, Yoo-Ree Chung

Graduate Theses and Dissertations

This dissertation study is intended to develop a test of productive grammatical writing ability in academic English as a supplement to the essay test of the English Placement Test at Iowa State University. In addition, it attempts to validate the score interpretation and use of the academic grammar test, using a validation framework adapted from both Kane's (2006) interpretive/validity argument model and Bachman and Palmer's (2010) Assessment Use Argument (AUA) model. Philosophically grounded in a constructivist-realist approach to the interpretation of test scores, the test particularly aims to measure non-native English speaking students' grammatical writing ability exerted ...