Term
Spring 2017
Capstone
Thesis
Degree Name
MAEd
Primary Advisor/Dissertation Chair
Jennifer Carlson
Secondary Advisor/Reader One
Kelly Killorn-Moravec
Peer-Reviewer/Reader Two
Ian Gilquist
Abstract
The purpose of this research was to answer the question: Does modeling during writing instruction increase writer self-efficacy and how does a combination of teacher, peer, and text modeling work to enhance self-efficacy? The research for this capstone was completed with a group of eight students in a third-grade classroom over six weeks and used modeling to demonstrate specific writing skills. Students were evaluated using a combination of qualitative and quantitative surveys prior to and after the study, observations, and interviews to assess their self-efficacy. The results at the end of the six-week time period showed that the students in the research group had an increased self-efficacy and a greater increase than those not in the study. The findings showed that a combination of all three modeling types, teacher, peer, and text were beneficial.
Research Methodology
Focus Group, Interview, Observation, Survey (attitude scale, opinion, questionnaire)
Keywords
Literacy, Teachers/ Teaching, Writing, Self-Efficacy
Recommended Citation
Locketz, Kristin, "Modeling During Writing Instruction As A Way To Increase Elementary Age Writer Self-Efficacy)" (2017). School of Education and Leadership Student Capstone Theses and Dissertations. 4295.
https://digitalcommons.hamline.edu/hse_all/4295