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The Impact of the Units of Study for...

Ames, Shar.

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The Impact of the Units of Study for Reading and Writing on Elementary School Implementors and Student Achievement: A Mixed-Methods Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of the Units of Study for Reading and Writing on Elementary School Implementors and Student Achievement: A Mixed-Methods Study./
Author:	Ames, Shar.
other author:	Murphy, Chad
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	213 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
Contained By:	Dissertations Abstracts International84-05A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29996599
ISBN:	9798357571472

The Impact of the Units of Study for Reading and Writing on Elementary School Implementors and Student Achievement: A Mixed-Methods Study.
Ames, Shar.

The Impact of the Units of Study for Reading and Writing on Elementary School Implementors and Student Achievement: A Mixed-Methods Study. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 213 p.

Source: Dissertations Abstracts International, Volume: 84-05, Section: A.

Thesis (Ed.D.)--Lipscomb University, 2022.

This item must not be sold to any third party vendors.

The purpose of this mixed-methods study was to first determine whether literacy performance changed over time for third and fourth graders of a private school in Tennessee with the implementation of the Units of Study co-authored by Lucy Calkins and Teachers College Reading and Writing Project (UOS). The researchers utilized data from the school's annual Educational Records Bureau Comprehensive Testing Program achievement scores from 2012through 2021. The researchers also determined if there was a predictive relationship between the number of years of implementation of the UOS and the literacy achievement scores. A questionnaire was administered, and interviews were conducted to collect teachers' and administrators' perceptions on the challenges and successes of the implementation of the UOS and their perceptions of the impact of the UOS on students' literacy achievement. The qualitative data revealed the themes of a strong curriculum, variety of materials, structured lessons, time constraint with the UOS, disengaging lessons, density of the UOS curriculum, the influence of social interactions on literacy performance, and the UOS' impact on different types of learners that included three subthemes: low-level learners, high-level learners, and how previous knowledge and experience influenced students' learning within the UOS. Quantitative findings revealed that literacy performance did significantly change over time. It was also revealed that a negative predictive relationship existed between the number of years of implementation of the UOS and literacy achievement scores.

ISBN: 9798357571472Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Achievement

The Impact of the Units of Study for Reading and Writing on Elementary School Implementors and Student Achievement: A Mixed-Methods Study.
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520 $a The purpose of this mixed-methods study was to first determine whether literacy performance changed over time for third and fourth graders of a private school in Tennessee with the implementation of the Units of Study co-authored by Lucy Calkins and Teachers College Reading and Writing Project (UOS). The researchers utilized data from the school's annual Educational Records Bureau Comprehensive Testing Program achievement scores from 2012through 2021. The researchers also determined if there was a predictive relationship between the number of years of implementation of the UOS and the literacy achievement scores. A questionnaire was administered, and interviews were conducted to collect teachers' and administrators' perceptions on the challenges and successes of the implementation of the UOS and their perceptions of the impact of the UOS on students' literacy achievement. The qualitative data revealed the themes of a strong curriculum, variety of materials, structured lessons, time constraint with the UOS, disengaging lessons, density of the UOS curriculum, the influence of social interactions on literacy performance, and the UOS' impact on different types of learners that included three subthemes: low-level learners, high-level learners, and how previous knowledge and experience influenced students' learning within the UOS. Quantitative findings revealed that literacy performance did significantly change over time. It was also revealed that a negative predictive relationship existed between the number of years of implementation of the UOS and literacy achievement scores.
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