Little research has been done which shows what the prewriting strategies of students are and what the usefulness of prewriting models are in the production of drafts. These case studies were designed to describe the prewriting strategies of four twelfth grade, advanced placement English students as they composed through three impromptu writing session, beginning with the time they received a prompt and directions to begin until they felt they had completed an essay. Each of three composing aloud sessions was used to draw a writing protocol, from which data were coded in five seconds intervals. Two basic sections were coded: strategies, the means students used to recall cognitively stored data (e.g., making associations, asking questions); and acts, anything physical the students did (e.g., transcribing, commenting). The first composing aloud session was used to draw data from which the students’ intact, acquired strategies could be determined. Given a one-word prompt, the students were asked to use as much time prewriting as they wished and to write an essay. The students were given prewriting models, Rohman’s meditation and Larson’s questioning strategy, for the next two impromptu writing sessions. They were asked to write an essay after having used the models. The students recounted their writing histories in the final session. Findings indicated that these students used l either an associational (the prompts were associated with single word nouns and phrases) or an analytical, (the question "What is it?" guided their search) strategy when they revealed their intact, acquired strategies. Prewriting served as a time for the students to develop a thesis sentence; when that task was completed, they began their essays. Rohman’s was perceived as too restrictive and limiting, while Larson’s was completely rejected. / Ed. D. / incomplete_metadata

Classics remain important to high school curriculum; however, they are also not palatable to today's students. This problem can be addressed by the use of young adult literature to help engagement and comprehension when paired with classic literature. By connecting the two, a student has the chance to learn something they will enjoy before moving on to what would be seen as efferent reading This thesis contains a review of literature on integrating young adult literature in the classroom in order to view its effects on the students' engagement and comprehension. This study focuses on twelfth grade students taking Advanced Placement and Honors courses. Much of the research covers from the middle grades up to ninth grade. No direct research has been found for the twelfth grade level to have students become more avid readers past graduation. The thesis contains sample unit schedules with at least three sample lesson plans within each unit. There are explanations of how these lessons can used in conjunction with young adult literature and classical literature. Each unit covers a different classic novel list and provides the best way to engage students with increased comprehension when put into practice in any twelfth grade Advanced Placement and Honors classroom.

published_or_final_version / Education / Master / Master of Education

Thesis (M. Ed.)--University of Hong Kong, 1985.

Thesis (M.S.)--Florida State University, 2004. / Advisor: Dr. Susan Nelson Wood, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Sept. 27, 2004). Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1985. / Also available in print.

This study's purpose (May, 1980) was to determine nursing career preferences of twelfth-grade students in health occupation courses in Texas. Super's theory of career development provided the theoretical framework. Data collected via researcher-developed Nursing Career Survey (NCS) administered to students and a teacher questionnaire concerning course content were analyzed and reported by frequencies and percentages. The population (n=379): females, ethnic groups (Whites, Blacks, and Mexican-Americans), all levels of social classes (I/II, III, and IV/V), and preferrers of VN, ADN, Diploma, and BSN nursing programs.

No description available.

This study was designed to examine computer based instruction in the 9-12 public high school. All high schools included in the study were part of the original Digital High School grants, and had a student population of over 1000 students. The purposes of the study were to examine factors affecting technology implementation, to explore how teacher attitudes, expertise, and cultural and pedagogical beliefs affected adoption, to determine how critical staff development and resources were in successful implementation, and to investigate organizational variables that were in place for successful adoption of computer based instruction. The study was conducted using Everett Rogers' five stages of the innovation-decision process. Nine technology coordinators were interviewed for this study. Following the interviews, 13 categories emerged and a grounded theory was formed. The study concluded with five recommendations for practitioners who would like to successfully implement technology on their school sites.