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CONSTRUCTS UNIQUE TO TWO VOLUSIA COUNTY ELEMENTARY WRITING PROGRAMS

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Date Issued:
2006
Abstract/Description:
This case study sought to examine constructs of two fourth-grade elementary writing programs in Volusia County, Florida. With only the Sunshine State Standards as a guide, each district, school, or teacher must design a writing curriculum that addresses those standards, develops writers, and provides accountability. Fourth-grade classrooms were selected because students at that grade level are required to participate in the FCAT Writing +, a two-day state assessemnt that requires students to compose an essay on a designated topic within a 45-minute period. A second part of the assessment consists of multiple-choice items covering editing and revising, graphic organizers, and letter writing. Both sections of this assessment measure student progress relative to the Sunshine State Standards' benchmarks for writing. Data was collected through multiple sources. An observation instrument, based in part on Karen Bromley's Key Components of Sound Writing Instruction, was constructed. Survey, focus group, and interview questions were derived in part from a survey Dr. Roger Brindley and Dr. Jenifer Jasinski Schneider created to study fourth-grade teachers' perspectives on teaching writing. Writing artifacts were also collected. Karen Bromley suggested five elements to address both process and product that are necessary for a balanced approach to writing. They are; Standards and Assessment, Large Blocks of Time, Direct Instruction, Choice and Authenticity, and Writing Across the Curriculum. Findings revealed that although both schools subscribed to different methods and materials for writing instruction, similarities were revealed with consideration to these components. Current test scores validated these practices. Implications for further study and investigation based on these findings ensures the advancement of the body of knowledge about writing instruction.
Title: CONSTRUCTS UNIQUE TO TWO VOLUSIA COUNTY ELEMENTARY WRITING PROGRAMS.
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Name(s): Holt, Kathleen, Author
Kaplan, Jeffrey, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2006
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This case study sought to examine constructs of two fourth-grade elementary writing programs in Volusia County, Florida. With only the Sunshine State Standards as a guide, each district, school, or teacher must design a writing curriculum that addresses those standards, develops writers, and provides accountability. Fourth-grade classrooms were selected because students at that grade level are required to participate in the FCAT Writing +, a two-day state assessemnt that requires students to compose an essay on a designated topic within a 45-minute period. A second part of the assessment consists of multiple-choice items covering editing and revising, graphic organizers, and letter writing. Both sections of this assessment measure student progress relative to the Sunshine State Standards' benchmarks for writing. Data was collected through multiple sources. An observation instrument, based in part on Karen Bromley's Key Components of Sound Writing Instruction, was constructed. Survey, focus group, and interview questions were derived in part from a survey Dr. Roger Brindley and Dr. Jenifer Jasinski Schneider created to study fourth-grade teachers' perspectives on teaching writing. Writing artifacts were also collected. Karen Bromley suggested five elements to address both process and product that are necessary for a balanced approach to writing. They are; Standards and Assessment, Large Blocks of Time, Direct Instruction, Choice and Authenticity, and Writing Across the Curriculum. Findings revealed that although both schools subscribed to different methods and materials for writing instruction, similarities were revealed with consideration to these components. Current test scores validated these practices. Implications for further study and investigation based on these findings ensures the advancement of the body of knowledge about writing instruction.
Identifier: CFE0001158 (IID), ucf:46862 (fedora)
Note(s): 2006-05-01
Ed.D.
Education, Department of Teaching and Learning Principles
Doctorate
This record was generated from author submitted information.
Subject(s): writing instruction
fourth-grade
FCAT Writing +
key components in writing
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0001158
Restrictions on Access: public
Host Institution: UCF

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