東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Constructing knowledge through writi...

Escher, Allison Lamonna.

FindBook

Google Book

Amazon

博客來

Constructing knowledge through writing: An analysis of writing tasks in eleventh grade ELA textbooks.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Constructing knowledge through writing: An analysis of writing tasks in eleventh grade ELA textbooks./
作者:	Escher, Allison Lamonna.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	190 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
Contained By:	Dissertation Abstracts International77-02A(E).
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3725598
ISBN:	9781339099545

Constructing knowledge through writing: An analysis of writing tasks in eleventh grade ELA textbooks.
Escher, Allison Lamonna.

Constructing knowledge through writing: An analysis of writing tasks in eleventh grade ELA textbooks. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 190 p.

Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.

Thesis (Ph.D.)--University of Pittsburgh, 2015.

This dissertation reports on a study of two widely used eleventh grade ELA textbooks for the opportunities they provide students to construct knowledge through writing. Data included every writing task in both textbooks (158 tasks) as well as the corresponding texts. Data analysis focused on (a) how cognitive demand, textual grist, and elaborated communication contribute to the rigor of a writing task, (b) how authentic the tasks are to the discipline of ELA, and (c) how writing tasks position students as intellectual authorities. This study contributes a new approach to determine the quality of ELA writing tasks and a detailed assessment of the writing tasks in the most widely used ELA textbooks. The findings from this study showed differences in the quality of ELA writing tasks types (text-based, non text-based, and creative writing), with text-based tasks ranking the highest quality for cognitively demanding work. Findings also showed that textual grist and opportunities for elaboration in addition to cognitive demand are essential factors when determining the overall rigor of text-based writing tasks (i.e., analyzing text-based ELA writing tasks for cognitive demand alone may inflate the rigor of the task). Further findings on writing task quality describe the level of disciplinary authenticity and intellectual authority contained in ELA textbook writing tasks and why these features are important in determining the quality of ELA writing tasks. The findings from this study suggest the importance of using a disciplinary-specific theory of task quality, including a three-part model of rigor, disciplinary authenticity, and intellectual authority, to assess the quality of ELA writing tasks. Additionally, this study provides suggestions for practitioners including how teachers might revise and supplement ELA textbook writing tasks in order to support student writing.

ISBN: 9781339099545Subjects--Topical Terms:

684418
Curriculum development.

Constructing knowledge through writing: An analysis of writing tasks in eleventh grade ELA textbooks.
LDR:02872nmm a2200313 4500 001 2124443
005 20171030105237.5
008 180830s2015 ||||||||||||||||| ||eng d
020 $a 9781339099545
035 $a (MiAaPQ)AAI3725598
035 $a AAI3725598
040 $a MiAaPQ $c MiAaPQ
100 1 $a Escher, Allison Lamonna. $3 3286446
245 1 0 $a Constructing knowledge through writing: An analysis of writing tasks in eleventh grade ELA textbooks.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 190 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
500 $a Adviser: Amanda Godley.
502 $a Thesis (Ph.D.)--University of Pittsburgh, 2015.
520 $a This dissertation reports on a study of two widely used eleventh grade ELA textbooks for the opportunities they provide students to construct knowledge through writing. Data included every writing task in both textbooks (158 tasks) as well as the corresponding texts. Data analysis focused on (a) how cognitive demand, textual grist, and elaborated communication contribute to the rigor of a writing task, (b) how authentic the tasks are to the discipline of ELA, and (c) how writing tasks position students as intellectual authorities. This study contributes a new approach to determine the quality of ELA writing tasks and a detailed assessment of the writing tasks in the most widely used ELA textbooks. The findings from this study showed differences in the quality of ELA writing tasks types (text-based, non text-based, and creative writing), with text-based tasks ranking the highest quality for cognitively demanding work. Findings also showed that textual grist and opportunities for elaboration in addition to cognitive demand are essential factors when determining the overall rigor of text-based writing tasks (i.e., analyzing text-based ELA writing tasks for cognitive demand alone may inflate the rigor of the task). Further findings on writing task quality describe the level of disciplinary authenticity and intellectual authority contained in ELA textbook writing tasks and why these features are important in determining the quality of ELA writing tasks. The findings from this study suggest the importance of using a disciplinary-specific theory of task quality, including a three-part model of rigor, disciplinary authenticity, and intellectual authority, to assess the quality of ELA writing tasks. Additionally, this study provides suggestions for practitioners including how teachers might revise and supplement ELA textbook writing tasks in order to support student writing.
590 $a School code: 0178.
650 4 $a Curriculum development. $3 684418
650 4 $a Secondary education. $3 2122779
650 4 $a Language arts. $3 532624
650 4 $a Education. $3 516579
690 $a 0727
690 $a 0533
690 $a 0279
690 $a 0515
710 2 $a University of Pittsburgh. $3 958527
773 0 $t Dissertation Abstracts International $g 77-02A(E).
790 $a 0178
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3725598