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Writing

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2017

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Full-Text Articles in Education

Writing For Keeps-Instruction And Achievement, Jason Adams Dec 2017

Writing For Keeps-Instruction And Achievement, Jason Adams

Theses and Dissertations

The study was conducted in a small rural Texas district. Students within the district were struggling with successful writing initiatives. Achievement and accountability within the district were below state and regional averages consistently for many years. Writing instruction in the district needed attention to help students and teachers experience writing success. The study aimed to answer the following research questions: (1) What instructional practices do Frazier ISD teachers utilize to teach writing? (2) What aspects of writing do Frazier ISD students struggle to understand? (3) To what extent does the State of Texas Assessments of Academic Readiness (STAAR) test impact ...


Examining The Read-To-Write Strategy And Its Effects On Second Grader’S Writing Of Sequential Text, John Neal Dec 2017

Examining The Read-To-Write Strategy And Its Effects On Second Grader’S Writing Of Sequential Text, John Neal

All Graduate Theses and Dissertations

Writing is so important. It is important in school and in our careers; writing is found to be helpful physiologically and psychologically. Experts wonder, with writing so important, why is writing not being adequately taught in the schools. The answer may be that writing is complex and teaching it is even more complex. The Read-to-Write Strategy is a writing model based on the study of exemplary models of text and children are explicitly taught how to write the way an author writes through a process of the teacher modeling how to write this way; the teacher sharing the writing task ...


The Effectiveness Of Using Speech-To-Text Technology To Support Writing Of Students With Learning Disabilities, Jennifer Adams Nov 2017

The Effectiveness Of Using Speech-To-Text Technology To Support Writing Of Students With Learning Disabilities, Jennifer Adams

Theses and Dissertations

This study examined the effects of using Speech Recognition (SR) technology to create more cohesive writing for students with learning disabilities as compared to the use of paper and pencil. Six students with IEPs from general education classrooms, ages 7 years old to 9 years old, participated in this study.

Prior to the start of this study, the subjects completed a baseline assessment to measure their expressive writing abilities in response to a narrative prompt. The students were required to include a topic sentence, beginning, middle, and end, and demonstrate understanding of the conventions of writing. There was not a ...


How Self-Regulated Strategy Development In Writing Eases The Transition From Special Education To Regular Education For Students With Learning Disabilities, Charlene K. Irvin-Brown Oct 2017

How Self-Regulated Strategy Development In Writing Eases The Transition From Special Education To Regular Education For Students With Learning Disabilities, Charlene K. Irvin-Brown

School of Education Student Capstone Projects

The author’s own and her students’ struggles with writing encouraged her to research best practices in teaching written language in order to ease the transition of students with learning disabilities to the regular education classroom. She found that Self-Regulated Strategy Development (SRSD) along with teaching the writing as a recursive process had the highest effect size. She narrowed her research by focusing on the stages of SRSD and best practices for teaching writing. She also reviewed the Minnesota writing standards for third through fifth grade. The author created an eight-lesson curriculum that incorporated the stages of SRSD for teaching ...


Embedding Self-Regulation Strategy Instruction Into The Genre-Based Writing Curriculum, Peter Hagenson Oct 2017

Embedding Self-Regulation Strategy Instruction Into The Genre-Based Writing Curriculum, Peter Hagenson

School of Education Student Capstone Projects

The research question addressed by this project is: how can teachers embed self-regulation strategies into their writing curriculum for students who struggle to write independently? This project documents the author’s attempt at merging genre-based pedagogy borrowed from Systemic Functional Linguistics with Rebeca Oxford’s Strategic Self-Regulation (S2R) model of learning. The resulting instructional unit, developed with the guidance of Wiggin’s and McTighe’s Understanding by Design framework, teaches secondary students how to write in the genre of persuasion. Additionally, it systematically engages students with opportunities to practice cognitive, affective, and sociocultural-interactive strategies that researchers have found to be ...


Teaching The Language Of A Lab Report: A Guide For Science Teachers, Lori A. Ward Oct 2017

Teaching The Language Of A Lab Report: A Guide For Science Teachers, Lori A. Ward

School of Education Student Capstone Projects

Academic language in the register of science is often challenging for students to compose, and their science teachers may struggle to support their language development. This project explores the question, what are the language structures science teachers must teach for secondary students to be able to write successful science lab reports? In this paper I report the strong link between language and knowledge in science. Students must develop strong language skills in science not only to communicate scientific ideas but also to gain understanding of scientific concepts. Supporting the development of language in the register of science is a challenging ...


How Interacting With Teacher Feedback Impacts Students’ Writing, Kristen Bankers Saxhaug Oct 2017

How Interacting With Teacher Feedback Impacts Students’ Writing, Kristen Bankers Saxhaug

School of Education Student Capstone Theses and Dissertations

The following research question is investigated in this paper: How does purposeful interaction with teacher feedback impact the writing outcomes of high school students? The literature review explored the topics of writing development, feedback, and motivation and self-efficacy in writing. A mixed methods approach was used to investigate whether purposeful, directed interaction with teacher feedback led to improved outcomes in students’ writing. Participants were a cohort of 36 racially diverse, at-risk students who were behind their grade-level peers in the development of age-appropriate literacy skills in a co-taught intervention English class. The data revealed that teaching students how to interpret ...


Teacher Self-Efficacy In Writing And Instructional Choices: A Correlational Study, Beth Burke Aug 2017

Teacher Self-Efficacy In Writing And Instructional Choices: A Correlational Study, Beth Burke

Ed.D. Dissertations

This quantitative study focused on examining the relationship between teacher self-efficacy and their use of writing practices in teaching writing. Participants included elementary kindergarten through fifth grade teachers in a large school district in northeastern United States. The following research questions guided this study: Is there a statistically significant relationship between overall teacher self-efficacy and the amount of time teachers spend using specific practices in writing instruction? Is there a statistically significant relationship between teaching self-efficacy factor of personal self-efficacy and the amount of time teachers spend using specific practices in writing instruction? Is there a statistically significant relationship between ...


Student Perceptions Of Online Writing Center Designs For Fully Online Programs, Shelah Y. Simpson Aug 2017

Student Perceptions Of Online Writing Center Designs For Fully Online Programs, Shelah Y. Simpson

Theses and Dissertations (All)

In this multiple-case study, the author investigated fully online students’ perceptions of and experiences with asynchronous and synchronous writing support options of an institutional writing center and a commercial tutoring service. This dissertation used a multiple-case study design (Merriam, 1998, 2009; Yin, 2009) to ascertain which features of these writing assistance options fully online students perceive as the most and least helpful for improving their writing skills and why. Data sources included a survey of 550 fully online students and two rounds of email interviews with 13 of the survey respondents. Survey and interview questions were structured within a conceptual ...


Writing Attitudes And Practices Of Content Area Teachers After Participating In The Central Utah Writing Project Summer Institute, Joseph P. Anson Aug 2017

Writing Attitudes And Practices Of Content Area Teachers After Participating In The Central Utah Writing Project Summer Institute, Joseph P. Anson

All Graduate Theses and Dissertations

The Central Utah Writing Project (CUWP) was created in 2009 and, following the National Writing Project's model of professional development, has held a 3- or 4-week summer institute each subsequent year. This training includes collaborative, constructivist, teacher-led training to improve the teaching of writing in schools. Multiple qualitative and quantitative studies have shown the effectiveness of this professional development in the language arts classroom. This multiple-case study of four secondary teachers, whose individual content areas lie outside English or language arts (math, music, science, and social studies), used data from interviews, observations, and artifacts to provide a description of ...


Malp® In The Classroom With A Focus On New Activities For Learning To Improve Linguistic Complexity In Writing For English Learners Seventh-Grade Students, Jehan Hanna Rehayem Jul 2017

Malp® In The Classroom With A Focus On New Activities For Learning To Improve Linguistic Complexity In Writing For English Learners Seventh-Grade Students, Jehan Hanna Rehayem

School of Education Student Capstone Theses and Dissertations

This study was conducted to answer the following question: Can MALP® help raise the ELP of our EL students in writing by focusing on new activities for learning to improve linguistic complexity? Based on the existing literature, I designed my study to incorporate tried strategies pertaining to the implementation of MALP® in Writing with a focus on linguistic complexity in the classroom. I carefully documented my students’ progress using established assessments. At the end of five months, more than fifty percent of my students rose to the next level on the ELP rubric for Writing, a much more promising progress ...


How Reading Through Literary Lenses Impacts The Quality Of High School Students’ Arguments, Craig D. Zimanske Jul 2017

How Reading Through Literary Lenses Impacts The Quality Of High School Students’ Arguments, Craig D. Zimanske

School of Education Student Capstone Theses and Dissertations

The research question addressed in this study was: how does teaching high school students to analyze text through literary lenses impact the quality of students’ arguments? Topics explored in the review of the literature include the context of struggling readers, literary theory and literary lenses, teaching literary theory to secondary students, and argument writing. A cohort of 18 struggling readers in a co-taught high school English class were instructed to shift their reading focus from finding meaning to constructing meaning. To accomplish this, students were familiarized with the tenets of three literary lenses (social-class, gender/feminist, and psychological) and guided ...


Incorporating Effective Practices Into An Intermediate Classroom To Improve Student Writing, Heidi M. Shannon Jul 2017

Incorporating Effective Practices Into An Intermediate Classroom To Improve Student Writing, Heidi M. Shannon

School of Education Student Capstone Theses and Dissertations

The research question addressed in this project was, How can the teaching of effective writing practices support struggling intermediate students? This study documented the experience of an intervention coach working with fifth grade teachers to improve writing instruction using research based practices. The motivating factor for this capstone was to improve student writing. The study documented lessons and resources that were implemented during the teaching of three fifth grade writing standards and how students improved in their writing. Data was collected through the use of proficiency scales, spreadsheets, reflections and surveys. Results of the study showed student growth in writing ...


Effective And Engaging Online Learning A Research Based Blended Curriculum In The Middle School Language Arts Classroom, Emily Eggers Jul 2017

Effective And Engaging Online Learning A Research Based Blended Curriculum In The Middle School Language Arts Classroom, Emily Eggers

School of Education Student Capstone Theses and Dissertations

As technology becomes more prominent in today’s society, teachers need to be prepared to integrate technology into their classrooms. This capstone was made to answer the question “What is the best method to facilitate student learning in the online environment?” It documents one teacher’s creation of an all encompassing unit of study that incorporates many online learning strategies. Based on the Understanding by Design method of curriculum development, the unit includes learning outcomes, forms of assessment, and daily activities to help deepen students’ understanding of the material with the integrated use of technology. The methods of technological instruction ...


Teaching Writing To English Learners: Professional Development For Content Teachers By Ell Teachers, Elizabeth D. Gillaspey Jul 2017

Teaching Writing To English Learners: Professional Development For Content Teachers By Ell Teachers, Elizabeth D. Gillaspey

School of Education Student Capstone Projects

The research question for this project was: what is the best format and content for a professional development class designed to help middle school content teachers improve their skill-set for teaching ELL writing? After presenting literature on different types of professional development as well as best practices for teaching ELL writing, a modified version of train-thetrainer was used to develop four professional development sessions. The sessions were designed to be presented in a school by that school's ELL teachers and they each have a separate focus: background information, pre-writing strategies, during writing strategies, and post-writing strategies. The project contains ...


How Can The Orton-Gillingham Approach Be Used As An Effective Tool To Receive A Deeper Understanding Of Syllables And Word Spelling For Students Who Are Hard Of Hearing?, James D. Grota Jul 2017

How Can The Orton-Gillingham Approach Be Used As An Effective Tool To Receive A Deeper Understanding Of Syllables And Word Spelling For Students Who Are Hard Of Hearing?, James D. Grota

School of Education Student Capstone Projects

Students who are deaf or hard of hearing come to school with limitations to learning that the average student does not have. Being able to hear words and sounds is an important part of learning to spell those words. This paper will identify some characteristics in the development of learning word syllable recognition and phonics, as well as, strategies to help improve learning for students who are deaf and hard of hearing by using the Orton-Gillingham Approach. The OrtonGillingham Approach uses a multisensory strategy that includes audio, visual, and feeling to help solidify word recognition and spelling. Although the approach ...


Self-Regulated Strategy Development And Its Influence On A Student With Attention Deficit Hyperactivity Disorder, Kelsey Romal May 2017

Self-Regulated Strategy Development And Its Influence On A Student With Attention Deficit Hyperactivity Disorder, Kelsey Romal

Education and Human Development Master's Theses

Through tutoring sessions, it was noticed that a student with Attention Deficit Hyperactivity Disorder was struggling to write a paragraph. This research study explores the influence the Self-Regulated Strategy Development had on the student’s writing and opinion’s of writing. This was a qualitative study focusing on the experiences of both the tutor and student during the tutoring sessions. Through observations and interviews during the tutoring sessions, it was founded that this particular student had a positive attitude toward writing. In addition, the student grew as a writer yet continued to struggle with self-regulation and goal setting.


Using Read Alouds To Support A Pre-Kindergarten Student's Emergent Literacy Skills, Kaitlin Dennis May 2017

Using Read Alouds To Support A Pre-Kindergarten Student's Emergent Literacy Skills, Kaitlin Dennis

Education and Human Development Master's Theses

This research explores how read alouds may support a Pre-Kindergarten student’s emergent literacy skills. The purpose of this research is to see whether or not read alouds and teacher/student interactions can improve the emergent literacy skills of the child. Data were collected for this study over a period of 6 weeks using informal field notes, observations, video and audio recordings and student data from PALS assessment. Data were analyzed for how the student’s emergent literacy skills changed and how the student interacted with the read alouds.


Edtpa, Mikayla L. Sealander May 2017

Edtpa, Mikayla L. Sealander

Honors Theses AY 16/17

Set of documents overviewing an unit I taught through a fifth grade classroom in Denver, CO. We covered what it means to take a second look and how it impacts our reading and writing.


Effects Of Self-Regulated Strategy Development On The Persuasive Essay Writing Of Seventh Grade Students With Disabilities, Amanda Scrivani May 2017

Effects Of Self-Regulated Strategy Development On The Persuasive Essay Writing Of Seventh Grade Students With Disabilities, Amanda Scrivani

Theses and Dissertations

The purpose of this study was to analyze the effect of Self-Regulated Strategy Development (SRSD) on the persuasive essay writing of seventh grade students with disabilities. Specifically the study analyzed the effects of SRSD on (a) essay length, (b) number of essay parts, and (c) essay quality. In addition, student satisfaction with SRSD was evaluated for social validity. Eight seventh grade students, seven male and one female, participated in the study. All students were classified with either learning disabilities (LD) or other health impairment (OHI). A single-subject multiple baseline across participants design was used. During the baseline phase, students wrote ...


Using Social Interaction To Elevate And Enrich Student Expressive Vocabulary In Writing, Elizabeth Swenson Apr 2017

Using Social Interaction To Elevate And Enrich Student Expressive Vocabulary In Writing, Elizabeth Swenson

School of Education Student Capstone Theses and Dissertations

How does social interaction in vocabulary instruction impact students writing? This action research project explores the impact of using social interaction in vocabulary learning to increase the accurate usage of new vocabulary in student writing. This mixed-methods approach utilized pre and post surveys on student attitudes toward word learning, a vocabulary pre-assessment, four vocabulary unit assessments and analysis of student writing. Four different vocabulary instructional treatments were applied over the course of three vocabulary units. Findings suggest that utilizing discussion in word learning can have a positive impact on student writing and enjoyment in word learning.


Sfl In The Secondary Classroom: Writing Procedural Recounts To Describe Thinking When Solving Algebraic Equations, Theresa Brunker Apr 2017

Sfl In The Secondary Classroom: Writing Procedural Recounts To Describe Thinking When Solving Algebraic Equations, Theresa Brunker

School of Education Student Capstone Theses and Dissertations

The research questions addressed in this classroom study were, after explicit instruction, do students choose language structures inherent to procedural recounts, such as technical verb processes, precise nouns, sequence words and causal phrases to describe their mathematical thinking? Additionally, do student self-perceptions of their mathematical abilities change after learning to write procedural recounts to describe their thinking processes? This study examined the use of these language structures prior to explicit instruction in writing procedural recounts and compared it to post-intervention writing samples. The author documents the use of these writing structures by participants before and after intervention and finds relational ...


Culturally Responsive Grammar: Utilizing Contrastive Grammar Analysis To Support Knowledge Of Modern Dialects In The High School Classroom, Katie Corrigan Apr 2017

Culturally Responsive Grammar: Utilizing Contrastive Grammar Analysis To Support Knowledge Of Modern Dialects In The High School Classroom, Katie Corrigan

School of Education Student Capstone Theses and Dissertations

Varying dialects are spoken depending on the speaker’s location and community. While each one of these dialects has very clear patterns and rules, only one dialect, Standard American English, is regarded as “correct grammar” according to academic and professional associations. For this reason, students learn the rules of Standard American English in school. However, this practice leaves students who speak other dialects at a significant disadvantage. This capstone addresses this dichotomy by providing curriculum that includes grammar instruction using a contrastive approach. Students are simultaneously taught grammatical rules in both Standard American English and African American Vernacular English in ...


An Integrated Social Studies And Writing Curriculum Guide For Primary Grade English Language Learners, Gayle E. Hammer Apr 2017

An Integrated Social Studies And Writing Curriculum Guide For Primary Grade English Language Learners, Gayle E. Hammer

School of Education Student Capstone Theses and Dissertations

Two guiding questions are addressed in this project. The first is: How can primary teachers of English Language Learners (ELLs) use a Comprehensive Curriculum Integration Guide (CCIG) to integrate the teaching of social studies content and standards with ELD? The second questions: How can using Student Learning Experiences for Engagement (SLEE) provide support for English Language Development (ELD) in the domains of speaking and writing for ELLs in the primary grades? It provides the research and rationale for creating a guide, which includes instructions, templates and resources for unit planning, weekly lesson planning, SLEE and suggested scaffolds and supports for ...


Being Retained: Perspective Of The Online First-Year Composition Student, Catrina Marie Mitchum Apr 2017

Being Retained: Perspective Of The Online First-Year Composition Student, Catrina Marie Mitchum

English Theses & Dissertations

Keeping students in college classrooms can be a struggle, but keeping them in an online classroom is an even more difficult feat. While the field of retention research has expanded its focus beyond traditional four-year students to include a variety of non-traditional student situations, including online, it has yet to focus efforts on online first-year composition at the community college. The first-year of college has been shown to be the most critical in student retention at the institutional level, which puts first-year composition in a potentially influential position. The fact that fewer students are retained in online courses than face-to-face ...


Writing Focused Professional Development For Content-Area Teachers: The Effects Of Writing Instruction On Content-Area Student Achievement, Amanda Edwards Whatley Jan 2017

Writing Focused Professional Development For Content-Area Teachers: The Effects Of Writing Instruction On Content-Area Student Achievement, Amanda Edwards Whatley

Education Dissertations and Projects

The purpose of this study was to analyze the impact of writing on the content areas when coupled with ongoing professional development and support for content-area teachers. Research shows that writing is an essential skill for success in and beyond the school setting. Research further indicates that writing plays an important role in student learning through its development of cognitive processes; however, in general, writing as a mode of learning is not a focus of either pre or in-service teacher training. As such, writing beyond note-taking and fill-in-the-blank activities is not necessarily a strategy utilized in content-area teacher classrooms. This ...


Efl Education In Mainland China: Word Memorization And Essay Writing Among High School Sophomores, Rehema Clarken Jan 2017

Efl Education In Mainland China: Word Memorization And Essay Writing Among High School Sophomores, Rehema Clarken

Dissertations, Master's Theses and Master's Reports

This dissertation explores English as a Foreign Language instruction within the context of the contemporary Chinese education system. Basic outlines chart the historical development of EFL studies in the United States and China framing the question of what each community values as important measures of success when assessing language learning. While traditional Chinese methods value strict memorization of vast word lists (背单词, BeiDanCi, BDC) the US educational community stresses essay writing—particularly on standardized tests such as the ACT, SAT, and TOEFL, which are required for university admissions. Therefore, this study investigates the relationship between vocabulary knowledge and writing ability ...


Indistinct Boundaries And Intersections: The Role Of Threshold Concepts And Disposition In Students With Early College Credit, Kathy Sanders Rose Jan 2017

Indistinct Boundaries And Intersections: The Role Of Threshold Concepts And Disposition In Students With Early College Credit, Kathy Sanders Rose

Graduate Theses and Dissertations

This qualitative study investigates knowledge transfer in college students

whose high school Advanced Placement (AP) or dual credit (DC) English courses

enabled them to opt out of the first level of composition at Iowa State University

(ISU). Although early college credit (ECC) students’ university writing

performances have been studied, writing transfer has not been adequately

studied in this population before. The influence of these students’ lived

experiences require more consideration from scholars because of the growing

number of students who enter advanced university classes by virtue of credits

earned in high school.

Thirteen students from a variety of backgrounds, majors ...


On The Same Page: Theory, Practice & The Ela Common Core State Standards, Jessica Lauer Jan 2017

On The Same Page: Theory, Practice & The Ela Common Core State Standards, Jessica Lauer

Dissertations, Master's Theses and Master's Reports

This research sought to examine how writing was happening in high schools. States across the country, including Michigan, began implementing the Common Core State Standards in 2010. The standards place a heavy focus on informational texts particularly as a student reaches high school. The standards also suggest that writing should be a shared responsibility among teachers, acknowledging the importance of cross-disciplinary writing skills. Using a grounded theory approach to analyze the semi-structured interviews conducted with eight English teachers in the Upper Peninsula of Michigan, this research revealed a disconnect between theory and practice when it comes to how educational standards ...


Program Implementation And Upper Elementary Writing Achievement, Lisa` Weber Jan 2017

Program Implementation And Upper Elementary Writing Achievement, Lisa` Weber

Walden Dissertations and Doctoral Studies

According to the National Assessment of Educational Progress, a significant percent of fourth grade students write well below the basic level. In one elementary school, teachers implemented a new writing program for all students at the school. The purpose of this quasi-experimental quantitative study was to determine the effects of this writing program A Language for Learning and Write from the Beginning-?¦and Beyond. Bruner's theory of constructivism formed the theoretical foundation of this study. The study included 172 students in third, fourth, and fifth grades. The research questions examined pre- and post-paragraph writing scores, extended writing scores, grammar ...