Literaturnachweis - Detailanzeige
| Autor/inn/en | Bogolin, Lynn; Harris, Lisa; Norris, Lisa |
|---|---|
| Titel | Improving Student Writing through the Use of Goal Setting. |
| Quelle | (2003), (114 Seiten)
PDF als Volltext kostenfreie Datei Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Hochschulschrift; Academic Achievement; Action Research; Grade 5; Instructional Effectiveness; Intermediate Grades; Parent Role; Self Efficacy; Student Educational Objectives; Student Motivation; Writing Ability; Writing Instruction |
| Abstract | This research shows that students often lack the ability to set appropriate goals for their learning. The students in this study did not take ownership in their education, and expected teachers to make decisions for them. The students in the study were fifth grade students in middle class communities in the Midwest. Analysis of probable cause data revealed that students were unable to foresee their future, and therefore do not construct long-term goals. Children who did attempt to set academic goals for themselves were unable to do so realistically. Because students were not involved in keeping track of their progress, they had a misconstrued perception of their writing ability. A review of solution strategies revealed that by setting their own goals in writing, students were more likely to be motivated and take ownership in their learning. When tracking progress, students were more goal-oriented and had the ability to see their writing progress and create further goals. Students who continued to see success of their writing goals had a higher level of self-efficacy. The results of this research revealed an increase in student writing ability. Appendixes contain a staff goal-setting survey with results; a student goal-setting survey with results; a persuasive/expository paper rubric; a narrative paper rubric; a parent goal-setting survey with results; expository and narrative writing prompts; a student goal chart; a parent post goal-setting survey with results; a student post goal-setting survey with results; and a letter to parents. (Contains 21 figures and 35 references.) (Author/RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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