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Visual Literacies And Young Children’S Writing: Creating Spaces For Young Children’S Voices And Engaging In Authentic Writing Experiences, Elizabeth Presto

Teaching & Learning Theses & Dissertations

Young children engage in multimodal written expression. The research in this study explores the spaces that were created, and the stories created by children in an after-school comic club. The club utilized the Writer’s Workshop model to support the Being a Writer program that is used in the Ocean View School District (Ocean View School District is a pseudonym). I created a supplemental writing program that utilized visual literacy instruction and taught the lessons in the club. The theoretical framework incorporated developmentally appropriate writing instruction, visual literacy elements, and sociocultural theory. This study employed an action research methodology with multiple …

Teaching Students To Give And To Receive: Improving Interdisciplinary Writing Through Peer Review, Julia Morris, Jennifer Kidd

Teaching & Learning Faculty Publications

The context for this study is a multidisciplinary collaboration of six faculty members using peer review in their respective disciplines with the goal of improved student writing. Faculty members developed their own assignments and methods for implementing peer review, but each followed the same guidelines. Students submitted drafts to peers who made comments and used a rubric to provide formative feedback. The instructors used a variety of tools to support peer review, including Google Drive, Blackboard, and Expertiza, a dedicated peer-review system. Students reflected on the peer review process in an online survey after each round of peer review. The …

The Effects Of Training In Peer Assessment On University Students' Writing Performance And Peer Assessment Quality In An Online Environment, Yun Xiao

Teaching & Learning Theses & Dissertations

This study was designed to examine the effects of peer-assessment skill training on students' writing performance, the quality of students' feedback, the quality (validity and reliability) of student-generated scores, and the students' satisfaction with the peer assessment method in an online environment. A quasi-experimental design was employed to test group differences on the dependent variables. Four hundred and seventy-three sophomore and junior undergraduate students who were enrolled in a Foundations of Education course were selected by convenience sampling at a Large East-Coast Urban University. Students enrolled in Spring and Fall semesters of 2008 were assigned to the two experimental groups …

A Comparison Of Anonymous E-Peer Review Versus Identifiable E-Peer Review On College Student Writing Performance And Learning Satisfaction, Ruiling Lu

Theses and Dissertations in Urban Services - Urban Education

The purpose of this study was to compare the effects of anonymous e-peer review with identifiable e-peer review on student writing performance and learning satisfaction. It also investigated whether anonymous e-peer review facilitated a greater amount of critical peer feedback.

Quasi-experimental design was used to test group differences on the dependent variables. Participants were 48 freshmen enrolled in two English Composition classes at Old Dominion University in the fall semester of 2003. The two intact classes taught by the same instructor were randomly assigned to the anonymous e-peer review group and the identifiable e-peer review group.

The results showed that …