Thesis (M.Ed.)--Regis University, Denver, Colo., 2008. / Title from PDF title page (viewed on June 6, 2008). Includes bibliographical references.

<p> According to the Nation&rsquo;s Report Card (2011), America&rsquo;s students are not proficient in writing. Because self-efficacy is a primary predictor of the actual outcomes, educational research (Zimmerman &amp; Bandura, 1994) has focused on means of developing beliefs of self-efficacy to increase outcomes (Bandura, 1997). </p><p> The purpose of this sequential mixed methods single case study was to explore grade 12 students&rsquo; perceptions of self-efficacy in terms of academic writing. This study also evaluated the effectiveness of the writing curriculum in increasing students&rsquo; self-efficacy with respect to writing and exploring students&rsquo; and teachers&rsquo; perceptions of the writing process and the Senior Project Research Paper curriculum and highlight necessary changes. </p><p> The primary research questions were: 1. What is the relationship of students&rsquo; self-efficacy with respect to academic writing competence and writing outcomes? 2. Are there gender differences in pre-test and post-test perceptions of self-efficacy in academic writing and writing outcomes? 3. What are students&rsquo; perceptions of the implementation process of the writing program? 4. What are students&rsquo; and teachers&rsquo; assessments and recommendations of the writing program? The framework for this research was based upon Stufflebeam&rsquo;s (2007) program evaluation model with emphasis on the implementation of the curriculum and outcomes. The instrument, administered to students (<i> N</i>=78), revealed a significant correlation between academic writing self-efficacy and outcomes. The results for pre-test Writing Process (<i> r</i>=.29, <i>r</i>²=.08, <i>p</i>=.010), Creativity (<i>r</i>=.30, <i>r</i>²=.09, <i> p</i>=.008), and Time-Management (<i>r</i>=.29, <i>r</i>²=.08, <i>p</i>=.012) dimensions and the post-test Writing Process (<i>r</i>=.33, <i>r</i>²=.11, <i> p</i>=.003), Creativity (<i>r</i>=.31, <i>r</i>²=10, <i>p</i>=.006) and Time-Management (<i>r</i>=.41, <i> r</i>²=.17, <i>p</i>&lt;.001) dimensions were positively related to Actual Grade attainment. Student (<i>N</i>=14) focus group findings indicated that students&rsquo; self-efficacy is increased through constructive teacher feedback, incremental goals presented by the curriculum, and topic interest. Teacher (<i>N</i>=5) focus group findings revealed that teachers feel that students are unwilling to meaningfully engage in the writing process, that they wish they had more time to address student needs and provide feedback, and that they value the writing curriculum which promotes collegiality and standardized expectations within the department. </p><p> Results of this study will help educational leaders promote effective and meaningful writing instruction to foster student&rsquo; academic writing self-efficacy.</p>

<p> At a time when state standards and assessments drive educational policy and literacy is defined as print-based, students who don&rsquo;t meet external benchmarks for developing skills along what is considered to be a &ldquo;normal trajectory&rdquo; are often seen as &ldquo;at-risk&rdquo; or diagnosed with learning disabilities. While there may be real variations in the ways that individuals learn, schools have a responsibility to offer a variety of pedagogical approaches in order to meet the needs of all children within an inclusive setting. This practitioner research dissertation seeks to better understand the ways that students identified as having learning disabilities create and communicate using a variety of modes including narrative writing, dance, and digital composition. Using qualitative data collected over the course of a school year while teaching full-time at an urban school with a folk arts focus, the author looks closely at the multimodal writing practices of four Black middle school girls identified as having learning disabilities. Drawing upon a theoretical framework rooted in Disability Studies/ Critical Race Theory (DisCrit) and New Literacy Studies, this study investigates the ways that students use multimodal composition to construct identities as able learners, thereby challenging deficit orientations at the intersection of race, gender and ability. By examining the artifacts that these students created over the course of an academic year as well as their reflections, and by extending a definition of literacy to include multimodal representations of knowledge, the relationships between curriculum and identity are explored. Findings reveal a complex interplay between multimodal composition and collaboration, and suggest that curriculum embedded with multiple modes for representing knowledge can create pathways to culturally relevant and inclusive pedagogy, and contribute to the construction of powerful writing identities.</p>

<p> Once viewed as a way to establish educational placement, high-stakes testing is used to establish benchmarks for success within school systems. Within a local Utah school district, raising these benchmarks has been deliberated due to a steady decline in Grade 8 language arts scores, which has heightened concerns among local school administrators and teachers. The purpose of this phenomenological study was to examine the perceptions of teachers on how to improve declining Grade 8 language arts test scores. Based on the theoretical concepts of constructivism, 3 research questions were created to examine the underlying factors of the steady decline in Grade 8 language arts test scores, teachers&rsquo; perceptions of decline in Grade 8 test scores, and current instructional practices used by teachers to prepare students for high-stakes testing. Through semi-structured interviews, data were collected from a sample of 7 language arts teachers who held an academic degree in language arts area and were a faculty member at the selected school. Comparative analysis and the open coding process were used to find themes in the data. Specific themes included the need for change, different influences, and varying instructional practices to increase test scores each academic year. An individualized instructional curriculum might help increase test scores. A 3-day, in service workshop focused on helping teachers recognize current issues with test preparation and offered methods to help improve student learning through multiple intelligence-based instruction. This study contributes to social change within local Grade 8 language arts classrooms by providing information to educators on how to increase high-stakes test scores on an annual basis and increase overall student achievement. </p>

Thesis (Ed.D.)--Teachers College, Columbia University, 1968. / Typescript; issued also on microfiche. Sponsor: William Mahoney, . Dissertation Committee: Henry Rissetto. Includes bibliographical references.

Thesis (Ed. D) -- University of Alberta, 2009 / "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Education, Elementary Education." Title from pdf file main screen (viewed on August 26, 2009). Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

This qualitative study seeks to examine literacy acquisition and identity formation patterns in a group of learning disabled labeled (LDL) college students. This study involved the formation of a genre/constructive inspired reading and study skills class. This genre/constructive inspired class was then used with a group of students enrolled in Piedmont College, a small private two-year college specifically designed for students diagnosed with learning disabilities. Piedmont College was an institution organized around principles of cognitivism and information processing. In this study I have examined the ramifications of using an alternative constructive pedagogy in an institution dominated by information or cognitive pedagogy. Cognitive instructional techniques emphasize a skills-based curriculum leading to metacognition as a goal. My alternative pedagogy emphasized membership and participation leading to a concept I call production of knowledge. Production of knowledge is the ability of members to see themselves as sanctioned to create what is seen as viable, valued information and is an essential part of membership in an academic community. The findings of using this alternative pedagogy relate to both literacy and identity. Research reveals a complex literacy and identity formation process with these LDL students. This is not a simple case of skills development. In the area of literacy, research findings suggest that all students enter the class with a general understanding of academic literacy. As the class proceeds, however, they are able to develop and deepen this understanding. Greater degrees of membership are thus accomplished as the students incorporate academic literacy into their pre-existing discourse community memberships. In the area of identity, research findings suggest that the use of a genre/constructive pedagogy allows for student assumption of subject positions that otherwise would not be available. This provides alternative avenues for students to explore, grow and produce knowledge. These are necessary characteristics for membership in the target (academic) discourse community.

According to Chinese government's policy, all students attending medical universities and colleges are required to study English for two- or two-and-a half years of their five- or six-year program. However, an English curriculum especially designed for medical students has never been developed. Currently, the English curriculum for science and technology (ECST) is being used in medical schools. The ECST is not based on any needs assessment of medical students, medical professionals, and medical professors, and lacks credibility. Without an adequate curriculum, the available English courses for medical students are irrelevant and ineffective. This study discussed and analyzed the problems relating to the English curriculum in medical schools and designed a relevant English curriculum for medical students. In doing so, the study utilized the following research procedure: (1) review of government's policy; (2) review of literature in English for specific purposes and curriculum development; (3) review of the current English curriculum for science and technology (ECST); (4) review of medical English textbooks; (5) review of English textbooks for Chinese secondary school students; and (6) field observation. Although there are no specific figures available, a growing number of Chinese medical students have been studying in English-speaking countries for the past decade. Considering that the Chinese government is likely to maintain its "open door" policy, students will continue to participate in advanced studies overseas. As part of their academic work, they are required to write papers in English. This strongly suggests that there is a need to design an English writing curriculum to help students develop needed writing skills in the English language. The curriculum developed in this study is for medical students who specifically need to improve their English writing skills in medical science. Based on the students' needs, goals and objectives were developed, and a syllabus was specified, teacher-training, materials and methods, as well as evaluation procedures were also defined. The curriculum is relevant for Chinese medical students, however, its effectiveness and sufficiency need to be field-tested and appropriate modifications must be made.

Students who fail to establish an identity as a reader run the risk of becoming disconnected from both school and society due to the important position reading holds in our culture. Therefore it is crucial to determine how classroom teachers can help marginal readers increase their participation in the classroom learning community. Three major research questions guide the study: (1) Do participating teachers conceptualize reading as encompassing a broad or a narrow range of behaviors? (2) How do teachers' theories about reading development, reading instruction, and learning potential impact upon their interactions with slowly developing readers? (3) How do curriculum, instructional groups, and classmates influence efforts to help slowly developing readers increase their participation in the literate classroom community? The study employs qualitative research methods. It describes the theory and practice of two first grade teachers recognized for their commitment to helping marginal readers. Data collected over a four month period of time are drawn from participant observation, audiotaping of classroom reading events, and interviews/conversations with teachers, students, and parents. Data indicate that participating teachers conceptualize reading as encompassing an extremely broad range of behaviors. Teachers' theories of reading and learning stress motivation, self-confidence, support, challenge, and shared roles among teacher and students. The study concludes that teachers can help marginal readers increase their participation in the learning community through explicit language that reflects social and cognitive goals, support and challenge, and focus on students as resources to one another. It further concludes that slowly developing readers benefit from participation in the same language-rich environment as peers when teachers modify and extend learning experiences to meet individual needs. Ensuring success for all students involves careful analysis of existing practices to determine if teachers' theories about reading, learning, and student potential expand or limit classroom alternatives for students whose reading development differs from that of peers. Further, it requires examination of the role of classmates and family in promoting or hindering student progress. The challenge for educators is to explore ideas and practices that demonstrate promise for helping slowly developing readers reach high levels of competence.