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dc.contributor.authorFabela, Rachelle M.
dc.date.accessioned2014-02-25T17:09:26Z
dc.date.available2014-02-25T17:09:26Z
dc.date.issued2/25/2014
dc.identifier.urihttp://hdl.handle.net/1969.6/511
dc.descriptionA dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction.en_US
dc.description.abstractThis doctoral study investigated the use and implementation of interactive writing as an instructional method for primary teachers in Texas Educational Service Center Region 2. The descriptive study involved 152 survey respondents and eight interview participants. The primary instrument was a questionnaire (Interactive Writing Survey) that solicited data from teachers on their definition of interactive writing, the use of interactive writing, and variations on the implementation of interactive writing. Additionally, an interview protocol was used to allow participants to expand on the use of interactive writing and how interactive writing supported the reading and writing connection. Data were collected during the spring 2010 semester and analyzed by frequency and cross-tabulations. In addition, a Chi-analysis was conducted on two of the survey questions. The analysis of data suggested that primary teachers understood elements of interactive writing and were able to define interactive writing as an instructional method. The data also suggested that primary teachers implemented interactive writing during a weekly timeframe. Additionally, there was no statistically significant relationship between how often interactive writing was implemented and grade level taught. The data also indicated that participants had complete freedom with the implementation of interactive writing. However, the analysis indicated that there was no statistically significant relationship between the extent of freedom on the implementation of interactive writing and grade level taught. In addition, the data suggested that primary teachers used pre-planned schedules for interactive writing and primarily implemented interactive writing during whole group instruction. The findings suggest that those teachers who responded are knowledgeable about interactive writing and are consistent in the way they use it. Further research is needed to explore other grade levels' use and implementation of interactive writing, identify various types of literature used to support interactive writing, and investigate the implementation of technological elements during interactive writing lessons.en_US
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.en_US
dc.subjectInteractive writingen_US
dc.subjectShared writingen_US
dc.titleThe use and implementation of interactive writing as an instructional method for primary teachers in Texas Educational Service Center 2en_US
dc.typeTexten_US
thesis.degree.disciplineCurriculum & Instructionen_US
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophyen_US
dc.description.departmentEducational Leadership, Curriculum & Instructionen_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.type.genreDissertationen_US


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