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ERIC Number: ED550741
Record Type: Non-Journal
Publication Date: 2012
Pages: 197
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-5327-8
ISSN: N/A
No Boy Left Behind: The Impact of Boy-Friendly Strategies on the Gender Writing Achievement Gap
Sullivan, Janet Lee
ProQuest LLC, Ed.D. Dissertation, Southeastern Baptist Theological Seminary
A study of the implementation of boy-friendly strategies for teaching writing was conducted in order to determine if the strategies would improve the writing achievement of fifth grade boys, thereby narrowing the gender achievement gap in writing. The strategies were categorized in four modalities: self-efficacy, perception/attitude, performance, and achievement. The author was determined to learn if the implementation of boy-friendly strategies would raise writing self-efficacy, perception/attitude, performance, or achievement of fifth grade boys, and if the strategies would make a significant difference in the achievement of fifth grade girls. A pre- and post-survey was given to the fifth grade participants for the purpose of measuring changes in writing self-efficacy, perception/attitude, performance, and achievement. Students produced writing samples in three genres, narrative, informational, and persuasive, before and after instruction, for the purpose of measuring writing improvement. The 2007-2012 Georgia State Writing Assessment and the Georgia Criterion-Referenced Competency Test scores were compared to determine trends in writing achievement and the writing gender gap. For the total participants, the findings of the study seem to indicate no significant change in the writing self-efficacy, perception/attitude, performance, or achievement of males or females. The state scores showed a trend of increased achievement from 2007 to 2012. The writing gender gap varied from year-to-year, but was significantly less in 2012 than in 2007. However, for the researcher's school, the findings were very promising. Consistent with the county's writing gender gap trend, the writing gender gap for the researcher's school varied inconsistently through the years. However, the most compelling results are shown in school year 2012, the year of the study. Males scored higher in writing achievement than ever before, and furthermore, for the first time ever, males scored higher in writing achievement than females, by 1.29 percent. [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; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Identifiers - Assessments and Surveys: Georgia Criterion Referenced Tests