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ERIC Number: ED523380
Record Type: Non-Journal
Publication Date: 2010
Pages: 207
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1243-4587-1
ISSN: N/A
Promising Practices: A Case Study of One Fifth Grade Class as They Grew as Writers, Prepared, and Performed on the State Essay Test
Lewinski, Kimberly E.
ProQuest LLC, Ph.D. Dissertation, University of Virginia
The purpose of this case study is to document the ways in which fifth-grade students in a historically, low-performing school learned to write from a teacher who did not emphasize test-taking processes. The study demonstrates how these instructional practices in a writing workshop context positively affected the student performance on a statewide essay test. The study is based on observations of the instructional decisions the teacher made, and the intentional decisions the students made to include what they were learning in class into their writing. Using Erickson's (1986) model of analytic induction, I sought to answer the question: How do fifth-grade students in a historically low performing school learn to write, prepare for their state essay test, and demonstrate what they learned on the test? The following sub-questions further guide my investigation: How did the teacher determine the needs of her writers? How did the teacher design her instruction? How did her instruction influence the students' writing throughout the year? How did her instruction influence the students' writing on the state essay test? Analysis of the data revealed an underlying theme that the teacher and students' practices in this writing workshop are rooted in evaluation. This theme is supported by five findings: 1) The teacher evaluates the current needs of her students as writers and teaches based on these needs; 2) The teacher teaches her student writers how to evaluate the writing of various authors; 3) Supportive response from the teacher and peers encourages students to evaluate their own drafts and apply what they are learning as writers; 4) As the student writers evaluate their own drafts, they make intentional decisions to apply their learning and become articulate about what they are doing; 5) This evaluation process enables these students to become evaluators who are able to apply what they know how to do as writers on their state writing test. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A