Date of Award

12-2000

Degree Name

Doctor of Education

Department

Teaching, Learning, and Leadership (to 2007)

First Advisor

Dr. Gary Wegenke

Second Advisor

Dr. Ellen Brinkley

Third Advisor

Dr. Van Cooley

Abstract

The purpose of this study was to determine the extent to which Michigan fifth grade teachers use components of instructional alignment in writing instruction, and then to compare the writing MEAP scores from a sample of fifth grade elementary buildings in Michigan to determine if there was a relationship between writing test scores and (a) teachers’ years of experience; (b) the degree to which fifth grade teachers use the Michigan Model Core Curriculum in writing, the Michigan Curriculum Framework, or local curriculum documents containing this curricula, to plan their lessons; (c) the degree to which teachers perceive they are implementing the strategies recommended in the state documents; and (d) the degree to which specific staff development opportunities have been available that support the teaching of writing. A questionnaire was used to collect information from fifth grade teachers on these variables. Fifth grade writing MEAP scores reported by building were collected using the internet to access the Michigan Department of Education website where the results of MEAP scores are listed by school district and by school building within that district.

The percentage of teachers who responded to each item in the Writing Instruction Questionnaire was summarized to gain an overall picture of teacher use of the different components of instructional alignment, as well as present a picture of the participants’ years of experience. A one-way analysis of variance (ANOVA) was used to test for significance in the relationship of test scores to teachers’ years of experience, and the degree to which specific staff development opportunities have been available that support the teaching of writing. At test for independent samples was used to test for significance in the relationship of test scores to the degree to which teachers use state curriculum documents to plan their lessons, and to determine significance in the degree to which teachers perceive they are implementing the strategies recommended in the state documents.

Students in the present study who produced statistically significant results were aware of an audience, envisioned an end product, and demonstrated an understanding of the writing process.

Access Setting

Dissertation-Open Access

Share

COinS