Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xix, 290 p. Includes bibliographical references (p. 250-280).

<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>

A controversy regarding literacy lies at the heart of debates over the current state of American education. In response to the debate, this study reviews and analyzes the literacy theories of E.D. Hirsch, Jr., Walter Ong, Sylvia Scribner and Michael Cole, Shirley Brice Heath, and Paulo Freire. The author presents a language arts teacher's perspective on these literacy theories and their implications for her own pedagogy by addressing the following questions: What is meant by the literacy crisis? How is literacy defined by contemporary literacy theorists? What are the implications of these theories for the teaching of language arts? The author concludes that literacy involves a repertoire of social and cognitive practices which inform a critical pedagogy in language arts. / Graduation date: 1992

Thesis (M.S.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Research has shown that language arts can provide a motivating and meaningful way for learners to interact and hence, help promote second language acquisition. Aiming to examine the feasibility of the incorporation of language arts into the Hong Kong New Senior Secondary (NSS) English Language Curriculum, this study sought voices from the main parties involved in the innovative change through investigating students’ responses to language arts and teachers’ efforts to shape the curriculum innovation. Both quantitative and qualitative data were collected from a local secondary school. Student questionnaires were administered to 129 senior secondary students (grades 11‐12) in this study. Focus group interviews with 14 students and semi‐structured individual interviews with 11 English language teachers were also conducted to explore senior secondary students’ and teachers’ views towards the use of language arts materials in their classrooms and to elicit their perceived advantages and constraints of integrating language arts into the NSS English Language curriculum at school. Although the students and teachers expressed positive views on language arts as a result of enjoying different learning activities and opportunities for collaborative learning, they displayed mixed feelings about its conduciveness for enhancing learners’ English proficiency and preparing for the public examination – the Hong Kong Diploma of Secondary Education (HKDSE). The study concludes that in initiating an innovative change in the Hong Kong school context, teachers encounter challenges, such as time constraints, syllabus coverage, their self‐efficacy and readiness that evolve mostly due to the paradigm shift from traditional to contemporary pedagogies. Pedagogical implications are discussed and suggestions are presented to overcome such constraints to enhance the workability of such innovations in the local secondary education setting. / published_or_final_version / Education / Master / Master of Education

Thesis (M.A.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 42-45).

Thesis (MEd (Human Resource Studies))--University of South Australia, 1995

Thesis (MEd (Human Resource Studies))--University of South Australia, 1995

Thesis (M. Ed.)--Dept. of Education, University of Adelaide, 1990. / Typescript (Photocopy). Includes bibliographical references (leaves 191-200).

Thesis (M.A.)--University of Toronto, 2007. / Source: Masters Abstracts International, Volume: 46-06, page: 2973.