Use of Teacher-Supported Goal Setting to Improve Writing Quality, Quantity and Self-Efficacy in Middle School Writers
| dc.contributor.advisor | Tindal, Gerald | en_US |
| dc.contributor.author | Silver, Marisa | en_US |
| dc.date.accessioned | 2013-10-03T23:35:04Z | |
| dc.date.available | 2013-10-03T23:35:04Z | |
| dc.date.issued | 2013-10-03 | |
| dc.description.abstract | The purpose of this study was to explore the impact of a writing workshop with a goal setting intervention on writing quality, quantity and self-efficacy. Students in Treatment 1 used the writing workshop process and received a teacher-supported goal setting intervention in the self-edit step of the writing process consistent with the Self-Regulated Strategy Development approach. Students in Treatment 2 received only writing workshop instruction and a generic checklist in the self-edit step. Students in the Comparator group received business-as-usual writing instruction in their language arts/social studies block. Writing measures document quality of writing through a holistic scale, quantity of writing through word counts, and the quantity of writing through parsable units. The Writer Self-Perception Scale, or WSPS, measured students' self-efficacy in writing for the Treatment 1 and Treatment 2 groups. This study expands on existing research that explores strategy interventions in writing workshops to increase student achievement in writing. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/13296 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | University of Oregon | en_US |
| dc.rights | All Rights Reserved. | en_US |
| dc.subject | Adolescent writers | en_US |
| dc.subject | Goal setting | en_US |
| dc.subject | Middle school | en_US |
| dc.subject | Persuasive writing | en_US |
| dc.subject | Self-efficacy | en_US |
| dc.subject | Writing | en_US |
| dc.title | Use of Teacher-Supported Goal Setting to Improve Writing Quality, Quantity and Self-Efficacy in Middle School Writers | en_US |
| dc.type | Electronic Thesis or Dissertation | en_US |
| thesis.degree.discipline | Department of Educational Methodology, Policy, and Leadership | en_US |
| thesis.degree.grantor | University of Oregon | en_US |
| thesis.degree.level | doctoral | en_US |
| thesis.degree.name | D.Ed. | en_US |
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