<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>

This dissertation is an ethnographic study of talk in peer instructional writing groups. It is concerned with the relationship of talk and various writing process activities to the construction of the community within the group and to the definition of social identity by the members of the peer group. The research question asked was "what norms of language use can be identified in the talk of peer writing groups, and for what purpose are the norms used by the group members?" The study was conducted in an English class at a regional vocational high school over a two and one half year period. The same peer writing group of four adolescent males was observed from tenth grade through twelfth grade. Data in the form of audio tapes, fieldnotes, and student writing was collected and then analyzed using a sociolinguistic based method of conversational coding and analysis. The purpose of the analysis was to identify norms of language use established by the members of the peer writing group, and to evaluate the purpose for which the norms were used. Eighteen norms of language use connected to writing process activities and storytelling in the group were identified. The findings suggest that talk within a peer writing group is being used for more than the accomplishment of the assigned task; the talk connected to the writing process activities is also being used to accomplish the construction of a language community within the group and to define the individual social identities of the peer group members. That the group established norms of language use for directing the talk within their group is significant, and that those norms were based upon aspects of the writing process and storytelling is important in that it indicates the existence of a means through which writing and social identity are connected.