Campus Location

Abilene Campus

Date of Award

Spring 5-9-2020

Document Type

Manuscript

Department

Teacher Education

Degree Name

Master of Education in Teaching and Learning

First Advisor

Jill Scott

Second Advisor

Andrew Huddleston

Third Advisor

Stephanie Talley

Abstract

Writers’ Workshop has developed prominence as a method towards providing authentic writing experiences. The purpose of this study was to determine what happens to student perceptions and quantity of writing when Writers’ Workshop is implemented into a special education setting. This study took place in a self-contained special education classroom of third-, fourth-, and fifth-graders. Data was collected through focus group interviews with the teachers, focus groups with two students from every grade, perception surveys, and writing samples.

Surveys and focus group interviews were completed before and after the implementation. Writing samples were collected at the beginning, middle, and end of implementation. The constant comparative method, with initial coding followed by creating hierarchies or categories and supporting codes (Hubbard & Power, 2003), was used to analyze data. Through data collection and analysis three major themes emerged from this research: struggles in writing, attitudes about methods used, and understanding writing practices.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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