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The Effectiveness of the Units of St...

Steffen, Regina Kay.

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The Effectiveness of the Units of Study in Writing on Student Writing Achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effectiveness of the Units of Study in Writing on Student Writing Achievement./
作者:	Steffen, Regina Kay.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	125 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
標題:	Educational leadership. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30814483
ISBN:	9798381096811

The Effectiveness of the Units of Study in Writing on Student Writing Achievement.
Steffen, Regina Kay.

The Effectiveness of the Units of Study in Writing on Student Writing Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 125 p.

Source: Dissertations Abstracts International, Volume: 85-06, Section: A.

Thesis (Ed.D.)--Missouri Baptist University, 2023.

This item must not be sold to any third party vendors.

This study focuses on effective writing instruction. The problem is that students are not college and career ready after high school in the area of writing. The researcher had interest in this topic because of personal experience teaching students to write. The researcher acknowledged successful writers balance many cognitive processes such as problem solving, knowledge of the content, writing process, and structure as well as transcription skills, spelling, and grammar. Many students do not have proficient writing skills when they leave high school; therefore, they are not prepared for writing expectations of work and college. The purpose of this study was to determine the effectiveness of the Units of Study in Writing Curriculum on student writing achievement of third, fourth, and fifth grade students. The researcher used a Sequential Mixed-Method Design because having both quantitative and qualitative data provided a more comprehensive explanation of the problem and results. The researcher compared pre- and post-writing scores from before and after implementation of the new curriculum and gathered input from teachers regarding their perceptions of the effectiveness of the Units of Study in Writing Curriculum on writing scores. Most of the quantitative data comparisons aligned with the null hypothesis, there was no difference in pre- and post-writing scores after implementation of the Units of Study in Writing Curriculum. However, the results of the independent samples t-test of MAP fifth grade scores of students who scored in the proficient level on the state assessment aligned with the researcher's alternate hypothesis; there was a significant increase of student writing achievement after implementation of the Units of Study in Writing Curriculum. Additionally, qualitative findings increases in student knowledge of the writing process, organization of writing in specific genres, using new ideas in writing, and self-regulation skills such as focus and stamina.

ISBN: 9798381096811Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Transcription skills

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506 $a This item must not be sold to any third party vendors.
520 $a This study focuses on effective writing instruction. The problem is that students are not college and career ready after high school in the area of writing. The researcher had interest in this topic because of personal experience teaching students to write. The researcher acknowledged successful writers balance many cognitive processes such as problem solving, knowledge of the content, writing process, and structure as well as transcription skills, spelling, and grammar. Many students do not have proficient writing skills when they leave high school; therefore, they are not prepared for writing expectations of work and college. The purpose of this study was to determine the effectiveness of the Units of Study in Writing Curriculum on student writing achievement of third, fourth, and fifth grade students. The researcher used a Sequential Mixed-Method Design because having both quantitative and qualitative data provided a more comprehensive explanation of the problem and results. The researcher compared pre- and post-writing scores from before and after implementation of the new curriculum and gathered input from teachers regarding their perceptions of the effectiveness of the Units of Study in Writing Curriculum on writing scores. Most of the quantitative data comparisons aligned with the null hypothesis, there was no difference in pre- and post-writing scores after implementation of the Units of Study in Writing Curriculum. However, the results of the independent samples t-test of MAP fifth grade scores of students who scored in the proficient level on the state assessment aligned with the researcher's alternate hypothesis; there was a significant increase of student writing achievement after implementation of the Units of Study in Writing Curriculum. Additionally, qualitative findings increases in student knowledge of the writing process, organization of writing in specific genres, using new ideas in writing, and self-regulation skills such as focus and stamina.
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