Enhancing Fourth Grade Students' Writing Achievement through Purposeful Experiential Learning: An Action Research Study

Autor/inn/en	McManus, Michael S.; Thiamwong, Ladda
Titel	Enhancing Fourth Grade Students' Writing Achievement through Purposeful Experiential Learning: An Action Research Study
Quelle	In: Universal Journal of Educational Research, 3 (2015) 12, S.997-1000 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Writing Achievement; Experiential Learning; Action Research; Grade 4; Elementary School Students; High School Students; Surveys; Observation; Parent Conferences; Qualitative Research; Public Speaking; Public Agencies; Business + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Projektforschung; School year 04; 4. Schuljahr; Schuljahr 04; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Survey; Umfrage; Befragung; Beobachtung; Elternabend; Qualitative Forschung; Vortrag; Öffentliche Einrichtung; Business studies; Wirtschaft; Betriebswirtschaft
Abstract	This study focuses on the effects of involving fourth grade students in an experiential learning task that improves the school and requires the students to call on community agency, area business, and high school student support. Data related to students' learning were collected by using evaluative writing surveys, student and parent conferences, observational records, and other student works. From the qualitative data analysis, it was clear that purposeful writing increased student's enjoyment of writing. Student enjoyed orally presenting their prewriting and these presentations proved to be an effective method for the revision and editing of their written work. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01