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College Readiness In Writing As Determined Through Graduates’ Qualitative Perceptions, Dr. Rebecca G. Mitchell
College Readiness In Writing As Determined Through Graduates’ Qualitative Perceptions, Dr. Rebecca G. Mitchell
Walden Dissertations and Doctoral Studies
The aim of this study was to determine why, although rigorous standards in English language arts (ELA) have been adopted in a northwestern state and were designed to build toward college readiness, high school students graduating from a college readiness curriculum are not college ready in the area of writing. The purpose of the research was to explore graduates’ perception of college readiness, how a college readiness curriculum prepared them for college writing, and ways to improve that preparation. The theory that supported this study was the concept of college readiness. The key research questions for this study addressed how …
Perceptions Of English Teachers About Professional Development For Evidence-Based Writing Practices, Julie Nicole Bollich
Perceptions Of English Teachers About Professional Development For Evidence-Based Writing Practices, Julie Nicole Bollich
Walden Dissertations and Doctoral Studies
Writing teachers in a southern school district have not consistently implemented evidence-based practices (EBPs) in writing instruction as indicated by students not meeting proficiency levels on state and campus writing assessments. Despite professional development (PD) provided to writing teachers, writing assessment scores remained lower than state level scores between 2012 and 2019 at the target campus. Teachersâ perceptions of their competence related to the implementation of writing strategies in the classroom, their perceptions of how district and campus PD supported their skill development, and their efficacy in designing and implementing lesson plans focused on teaching writing strategies were explored in …
Barriers High School Teachers Encounter In Teaching Critical Thinking In Writing, Monica Murray
Barriers High School Teachers Encounter In Teaching Critical Thinking In Writing, Monica Murray
Walden Dissertations and Doctoral Studies
In an urban high school in California, students are generally unskilled in critical writing. The problem has been associated with instructional barriers encountered by teachers. In this qualitative case study, English Language teachers provided their perceptions of such barriers and shared perspectives for solutions based in professional development. Grounded in the theories of Halpern, Saiz and Rivas, Weigle, and Harris and Graham, the conceptual framework emphasized instructional models that develop metacognition in writing, which can increase students' critical thinking. Selection criteria required participants who were English Language Arts teachers of writing critical thinking. Data from 4 participant interviews were coded, …