Term
Summer 2017
Capstone
Thesis
Degree Name
MALED
Primary Advisor/Dissertation Chair
Marcia Rockwood
Secondary Advisor/Reader One
Michele Vosberg
Peer-Reviewer/Reader Two
Josh Sinram
Abstract
The research question addressed in this project was, How can the teaching of effective writing practices support struggling intermediate students? This study documented the experience of an intervention coach working with fifth grade teachers to improve writing instruction using research based practices. The motivating factor for this capstone was to improve student writing. The study documented lessons and resources that were implemented during the teaching of three fifth grade writing standards and how students improved in their writing. Data was collected through the use of proficiency scales, spreadsheets, reflections and surveys. Results of the study showed student growth in writing. Teachers looking to improve student writing through effective whole group instruction, may benefit from this research.
Research Methodology
Action Research, Curriculum Development, Program Evaluation, Survey (attitude scale, opinion, questionnaire)
Keywords
Curriculum, Literacy, Reflective Practice, Writing
Recommended Citation
Shannon, Heidi M., "Incorporating Effective Practices Into An Intermediate Classroom To Improve Student Writing" (2017). School of Education and Leadership Student Capstone Theses and Dissertations. 4324.
https://digitalcommons.hamline.edu/hse_all/4324