Building a Strong Foundation: Collaborating to Find Effective Strategies to Teach Writing in English and Social Studies

Autor/in	Themistos, Christopher J.
Titel	Building a Strong Foundation: Collaborating to Find Effective Strategies to Teach Writing in English and Social Studies
Quelle	(2023), (127 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-0392-8
Schlagwörter	Hochschulschrift; Dissertation; Teaching Methods; Writing Strategies; Writing Instruction; English Instruction; Social Studies; Private Schools; High School Teachers; Teacher Education; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibtechnik; Schreibunterricht; English langauage lessons; Englischunterricht; Gemeinschaftskunde; Private school; Privatschule; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Unterrichtserfolg
Abstract	The purpose of this action research study was to investigate the writing instruction of teachers in ninth grade English and Social Studies classes at DMV High School, a private school in which students matriculate from over one hundred different feeder schools. The participants and collaborators in cycle 1 were teachers and student in a sampling of these classes. One on one teacher interviews were central to the data collection as were focus groups and surveys of students. The data collection yielded that teachers struggled to help students move into analysis of text, that there was a wide differentiation of learners in the classroom, teachers saw a significant difference in writing when they worked one on one with students, and that a lack of instructional time affected student progress. A pervasive theme for students in the first cycle of data collection was their challenge to grasp the specific writing expectations of their teachers. The Cycle 2 action step was focused on a four-part writing workshop with the English and Social Studies teachers in which the topics of discussion included understanding the similarities and differences in each department's instruction and standards, comparison of strategies, and sharing assessment and feedback techniques when looking at writing rubrics and student exemplars. Findings included the importance of consistent collaboration between and within departments, the impact a school leader can have on instructional strategies, the need to create consistent structure and expectations for student writing, the differences and similarities between department expectations, and a continued commitment to help students improve their ability to express analysis of text in written form. Implications for the school included a more standardized structure and practice in social studies, continued discussion around the concept of meaningful analysis and developing areas of writing such as thesis statements, continued formal collaboration, sharing of student exemplars to create a library of written work, and developing consistent language for writing instruction within and across departments. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01