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Student Achievement and Sense of Agency for Building Writing Competence.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Student Achievement and Sense of Agency for Building Writing Competence./
Author:	Walker, Dora Lee.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	201 p.
Notes:	Source: Dissertations Abstracts International, Volume: 76-01, Section: A.
Contained By:	Dissertations Abstracts International76-01A.
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621858
ISBN:	9781303933141

Student Achievement and Sense of Agency for Building Writing Competence.
Walker, Dora Lee.

Student Achievement and Sense of Agency for Building Writing Competence. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 201 p.

Source: Dissertations Abstracts International, Volume: 76-01, Section: A.

Thesis (Ed.D.)--Walden University, 2014.

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

The achievement gap among students of different ethnicities in Los Angeles continues to exist. To better understand this problem, this multiple case study involving 14 selected students investigated the question of whether or not an increase in students' sense of agency or self-efficacy could increase their writing achievement. Writing competence was the focus of the study because it is one of the areas in which underachieving students struggle most; a requirement for high school graduation in California; and high in cognitive demand, requiring skills such as organizing, elaborating, creating, and judging. Participants were interviewed using questions based on Bandura's self-efficacy theory, which included the inherent themes of expectations, motivation, persistence, persistence in spite of repeated failure, and goals. These themes became typologies or codes which blended with other themes that emerged inductively from the interviews. Findings revealed that 12 out of 14 participants perceived themselves to be capable of improving their writing if they focused and overcame distractions, made connections to existing knowledge and experiences, and sought support from others. These findings were validated through member checking. The emergent themes guided the development of the project, a curricular unit using a constructivist conceptual framework, which could produce competent writers. This writing competency could, in turn, facilitate achievement in other areas of successful learning.

ISBN: 9781303933141Subjects--Topical Terms:

532624
Language arts.
Subjects--Index Terms:

Self-assessment

Student Achievement and Sense of Agency for Building Writing Competence.
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500 $a Source: Dissertations Abstracts International, Volume: 76-01, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Hung, Li-Ching;Christenson, Brian.
502 $a Thesis (Ed.D.)--Walden University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a The achievement gap among students of different ethnicities in Los Angeles continues to exist. To better understand this problem, this multiple case study involving 14 selected students investigated the question of whether or not an increase in students' sense of agency or self-efficacy could increase their writing achievement. Writing competence was the focus of the study because it is one of the areas in which underachieving students struggle most; a requirement for high school graduation in California; and high in cognitive demand, requiring skills such as organizing, elaborating, creating, and judging. Participants were interviewed using questions based on Bandura's self-efficacy theory, which included the inherent themes of expectations, motivation, persistence, persistence in spite of repeated failure, and goals. These themes became typologies or codes which blended with other themes that emerged inductively from the interviews. Findings revealed that 12 out of 14 participants perceived themselves to be capable of improving their writing if they focused and overcame distractions, made connections to existing knowledge and experiences, and sought support from others. These findings were validated through member checking. The emergent themes guided the development of the project, a curricular unit using a constructivist conceptual framework, which could produce competent writers. This writing competency could, in turn, facilitate achievement in other areas of successful learning.
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