Date of Graduation
Doctor of Education in Educational Leadership (EdD)
Curriculum and Instruction
Second Committee Member
The study was conducted in a small rural Texas district. Students within the district were struggling with successful writing initiatives. Achievement and accountability within the district were below state and regional averages consistently for many years. Writing instruction in the district needed attention to help students and teachers experience writing success. The study aimed to answer the following research questions: (1) What instructional practices do Frazier ISD teachers utilize to teach writing? (2) What aspects of writing do Frazier ISD students struggle to understand? (3) To what extent does the State of Texas Assessments of Academic Readiness (STAAR) test impact writing success at Frazier ISD? And (4) How do teachers and students describe the learning process associated with writing at Frazier ISD?
A mixed methods approach was utilized to gather information and data on writing in the Frazier ISD. Information was gathered from interviews with teachers and students, and surveys administered to teachers and students. The data indicated areas of: inconsistent instruction, struggles for teachers and students, disgust for state assessment, and unpredictable learning opportunities.
The results of the study solidified a need for writing instruction that was consistent, and not STAAR assessment driven. The need for quality writing instruction was across all grade levels and content areas. Study results also indicated a strong need for on-going professional development on how to incorporate writing effectively to impact student learning and growth.
Adams, J. (2017). Writing for Keeps-Instruction and Achievement. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/2530