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dc.contributor.advisorTindal, Geralden_US
dc.contributor.authorSilver, Marisaen_US
dc.date.accessioned2013-10-03T23:35:04Z
dc.date.available2013-10-03T23:35:04Z
dc.date.issued2013-10-03
dc.identifier.urihttp://hdl.handle.net/1794/13296
dc.description.abstractThe 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.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.rightsAll Rights Reserved.en_US
dc.subjectAdolescent writersen_US
dc.subjectGoal settingen_US
dc.subjectMiddle schoolen_US
dc.subjectPersuasive writingen_US
dc.subjectSelf-efficacyen_US
dc.subjectWritingen_US
dc.titleUse of Teacher-Supported Goal Setting to Improve Writing Quality, Quantity and Self-Efficacy in Middle School Writersen_US
dc.typeElectronic Thesis or Dissertationen_US
thesis.degree.nameD.Ed.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineDepartment of Educational Methodology, Policy, and Leadershipen_US
thesis.degree.grantorUniversity of Oregonen_US


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