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.identifier.uri |
http://hdl.handle.net/1794/13296 |
|
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.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.name |
D.Ed. |
en_US |
thesis.degree.level |
doctoral |
en_US |
thesis.degree.discipline |
Department of Educational Methodology, Policy, and Leadership |
en_US |
thesis.degree.grantor |
University of Oregon |
en_US |