Term
Fall 2017
Capstone
Thesis
Degree Name
MAEd
Primary Advisor/Dissertation Chair
Karen Moroz
Secondary Advisor/Reader One
Stephanie Steen
Peer-Reviewer/Reader Two
Jan Saxhaug
Abstract
The following research question is investigated in this paper: How does purposeful interaction with teacher feedback impact the writing outcomes of high school students? The literature review explored the topics of writing development, feedback, and motivation and self-efficacy in writing. A mixed methods approach was used to investigate whether purposeful, directed interaction with teacher feedback led to improved outcomes in students’ writing. Participants were a cohort of 36 racially diverse, at-risk students who were behind their grade-level peers in the development of age-appropriate literacy skills in a co-taught intervention English class. The data revealed that teaching students how to interpret and interact with teacher feedback led to improved writing scores and greater student confidence in writing. Limitations, implications, and possible areas of further research are presented.
Research Methodology
Action Research
Keywords
At-risk Students, Motivation, Writing, Feedback
Recommended Citation
Saxhaug, Kristen Bankers, "How Interacting With Teacher Feedback Impacts Students’ Writing" (2017). School of Education and Leadership Student Capstone Theses and Dissertations. 4389.
https://digitalcommons.hamline.edu/hse_all/4389