Education Commons^™

The Impact Of Graphic Organizer Use On The Metacognitive Skills Of Ten Senior High School Students In An English Iv British Literature Class At Seaside High School, Josie P. White

Theses and Dissertations

The purpose of this study was to examine the impact of graphic organizer use on the metacognitive skills of 10 senior high school students in English IV British Literature at Seaside High School.

This study took place over the course of five weeks in Spring 2017 and involved one section of the teacher-researcher’s English IV British Literature class at Seaside High School. Through student surveys, a pre-study interview with each student-participant, a learning styles inventory, students’ use of graphic organizers, the teacher-researcher’s observations and field notes, two writing assignments, and a post-study interview with each student-participant, extensive data was collected …

Global-To-Local-To-Global: A Model For Tutoring Esl Students In The Writing Center, David Aguilar

Theses and Dissertations

Since its inception, the writing center has always focused on traditional students, and today that tradition is continued in such a way that the overwhelming amount of research dedicated to writing center theory and practice addresses the concerns of those students. However, universities with unique student populations, such as the University of Texas Rio Grande Valley with its majority of Hispanic students, require novel practices within their writing centers. Moreover, much of the linguistic, social, and cultural factors of the region are not well documented and therefore are not addressed by the mainstream theory and practices of other universities. With …

Literacy Choice In A First Grade Classroom, Lisa Marie Maletta

Theses and Dissertations

The purpose of this research was to observe and note student performance on choice literacy activities. Students were given choice pertaining to writing assignments and publishing preferences as well as guided reading material. Students completed an interest inventory at the start of the research to better understand the types of literacy activities that may interest them. The students were allowed to exercise choice in their literacy activities when choosing a guided reading book from appropriately leveled choices and choosing their writing topic as well as publishing option such as a big book, a little book, or a step book. Student …

Google Classroom For Third Grade Writing, Jessi Fallon

Theses and Dissertations

The aim of this thesis is to investigate and evaluate the effects of using the technology of Google Classroom in writing personal narratives in a third grade classroom. Specific aims of the study are to analyze how the technology will affect students’ motivation, engagement, and overall writing skills. Previous research indicates that integration of technology allows for more collaboration among students as well as an increase in motivation in the classroom (MacArthur, 2009). This study advances our understanding of technology to see how the application of Google Classroom will benefit students in the capacity of motivation and writing skills due …

Development Of The Student Perceptions Of Writing Feedback Scale, Sarah A. Marrs

Theses and Dissertations

Students’ perceptions of feedback can impact other writing constructs, such as motivation, self-efficacy, self-regulation, and achievement (Ekholm, Zumbrunn, & Conklin, 2015; Magno & Amarles, 2011; Zumbrunn, Marrs, & Mewborn, 2016; Zumbrunn, 2013). The goal of this study was to develop a valid and reliable instrument for measuring students’ perceptions of writing feedback. Evidence for validity and reliability were gathered throughout the development of the Student Perceptions of Writing Feedback (PoWF) Scale, a self-report questionnaire that asks students how they perceive feedback they get on their writing from their teachers. Items on the PoWF reflected the extant literature on students’ feedback …

The Influence Of Writing Achievement Goals And Writing Self-Regulation On College Students’ Writing Grades, Joseph Tadlock

Theses and Dissertations

This study examined relationships between college students’ writing achievement goal orientations, writing self-regulation, and writing grades. The study was conducted in a postsecondary setting at a large public university in the mid-Atlantic region of the United States. Using multivariate quantitative techniques (confirmatory factor analysis and structural equation modeling), survey and writing sample data were gathered to address the following research questions: Do college students’ writing achievement goals relate to their writing grades; do college students’ writing achievement goals relate to their writing self-regulation; and, does writing self-regulation partially mediate the relationship between writing achievement goals and writing grades in college …

Write To Work: The Use And Importance Of Writing As Perceived By Business Leaders, Clay Aschliman

Theses and Dissertations

The relation of English Language Arts (ELA) to the economy has played a historic role in educational policy, persisting to today’s corporate reform movement. It is, however, an area that remains under-researched. This study builds upon the limited existing literature base with a systematic replication of the College Board’s National Commission on Writing for America’s Families, Schools, and Colleges’ (NCW) 2004 report, “Writing: A Ticket to Work…Or a Ticket Out.” The guiding research questions for this study are 1) How important is writing in the workplace? 2) Is writing an important hiring consideration? 3) What kind of writing is expected …

Critical Affects: Laughter As Inquiry In First-Year Writing Courses, Nicholas James Learned

Theses and Dissertations

ABSTRACT

CRITICAL AFFECTS: LAUGHTER AS INQUIRY IN FIRST-YEAR WRITING COURSES

by

Nicholas J. Learned

The University of Wisconsin-Milwaukee, 2015

Under the Supervision of Professor Dennis Lynch

In this dissertation, I work to rethink our current approaches to teaching critical thinking and writing in attempt to collapse the distance between the critical/rhetorical methods we teach in Rhetoric and Composition and the ways students interact rhetorically in their everyday lives. I am prompted to this line of inquiry by a problem I note in both theory and practice: the critical methods we teach in our writing courses rarely translate to real-world behaviors, …

The Effect Of A Writing Course On The English Language Arts State Assessment Examination In A South Texas High School, Esmeralda V. Munoz

Theses and Dissertations

The purpose of this study is to analyze the impact a writing course will have on test scores for At-Risk students who are taking the English I and/or English II State of Texas Assessment of Academic Readiness End-of-Course exam. The group analyzed was comprised of 2nd and 3rd year cohort students.

Effects Of Fourth- And Second-Grade Cross-Age Tutoring On Spelling Accuracy And Writing Fluency, Rebekkah J. Mitchell

Theses and Dissertations

A quasi-experimental study determined the effects on students' spelling accuracy when cross-age tutors focused on fixing spelling in writing with their tutees. Fourth-grade tutors, both trained and untrained, helped second-grade tutees fix spelling mistakes in their writing using two strategies: visual memory and word parts. A control group of second and fourth graders were instructed to independently use these two strategies to fix mistakes in their writing. Second graders overall had significant gain scores on measures of spelling accuracy and writing fluency. Regression analyses showed that these gains were not due to a student's participation in either cross-age tutoring or …