Not available / text

Not available / text

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

This study was designed to develop and validate an assessment instrument which would yield valid information on teachers' theoretical learning philosophy orientation and instructional behaviors in the teaching of writing. Data are analyzed to determine whether there is a relationship between stated learning theories and responses to statements of elements of a writing program. The subjects who participated in the study were graduate students at Oakland University, Rochester, Michigan, and The University of Arizona, Tucson, Arizona, and experts in the field of writing or language arts who were certified according to stated criteria. Respondents completed the View Toward Learning sheet and the Shaeffer Inventory of Approaches to the Teaching of Writing. The information from each completed Inventory and Learning View sheet was recorded for analysis data to accept or reject ten hypotheses. The Inventory achieved content validity through individual item documentation in literature sources. The instructional approaches were interpreted according to three common learning theories: Behavioristic, Nativistic and Cognitive Field. The data analysis, which included t tests, Cronback Alphas, and item correlations and classification, established the instrument as valid in distinguishing a teacher's approach as Behavioristic or Nativistic and reliably aligned learning theory with classroom practices. It was not valid in differentiating the Nativist from the Cognivist. Recommendations include a revision of selected Nativistic and Cognitive Field items to achieve a clearer distinction between the two approaches, and the use of the instrument and cover sheet in a large scale study to further document validity and reliability. The Inventory may be utilized for teacher self-appraisal individually, in staff development projects, or in combination with classroom observation. Teacher education programs concerned with writing instruction could assess beliefs about the way children learn and related classroom practices.

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This study examines the writing progress of six students over a period of five years and the effectiveness of the writing program each student experienced. Writing samples, standardized test scores, writing prompts, student surveys, and interviews with students and teachers combine to illuminate the strengths and weaknesses in the writing program.Quantitative data is derived from student surveys which illuminate the frequency student instruction in the best practices in writing instruction, in addition to the data collected from student standardized test scores. Qualitative data is disaggregated from student writing samples, writing prompts, and interviews, which demonstrate student knowledge of writing processes, and clarifies student experiences in writing instruction.The combination and examination of this data provides a clear picture of the students' five-year writing programs. In depth analysis this data illuminate strengths and weaknesses in the writing program experienced by the students. This paper also provides suggestions for improving writing instruction utilizing the best practices in writing instruction. / Department of English

This study describes the conversations that emerged during structured and unstructured peer response sessions in a basic writing classroom. The evidence suggests that the students were more likely to discuss both global and local issues in their writing when their teacher provided them with a structured set of questions to answer during response sessions. Additionally, the degree to which the students internalized these structured patterns of response and transferred them to the unstructured writing workshop sessions varied significantly among groups of students. While some students used the guided response questions to build beneficial writing-reading relationships with their peers and learn new methods for responding to writing, others kept the structured and unstructured response sessions almost entirely separate. These results raise questions regarding how students' sense of ownership over their own writing and motivation to participate in a community of writers affect the degree to which they internalize the patterns of response that are encouraged by their teacher during structured peer response sessions. / Department of English