7404 presentation2

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  • Mention my positionality
  • Make sure to give reasons for choosing one-on-one and not focus groups
  • 7404 presentation2

    1. 1. Collaborative Writing in a Fifth Grade Classroom<br />Jake Cohen<br />EDLF 7404<br />April 26, 2011<br />
    2. 2. Research questions<br />What does the process of collaborative writing look like in a fifth-grade classroom? <br />How does collaboration impact students’ attitudes toward writing?<br />(emerging) How does writing impact science learning?<br />
    3. 3. Setting<br />5th grade class at Cale Elementary (Albemarle County Public Schools)<br />17 students<br />Diverse classroom<br />
    4. 4. Methods - Plan<br />Observe class<br />Direct instruction on circuits (including simulations)<br />Writing Attitude Survey<br />Circuit pretest<br />Student Interviews (pre)<br />Design and fabricate switch and circuit<br />Self-evaluation of writing<br />Collaborative write-up<br />Exchange and recreate<br />Scaffold collaborative writing<br />Student Interviews (post)<br />Circuit posttest<br />
    5. 5. Methods - Observations<br />Six sessions of > 1 hour of observation, plus 4 sessions of > 1 hour of me instructing the class<br />
    6. 6. Methods – Writing Attitude Survey<br />Developed by Kear, Coffman, and McKenna (2000)<br />
    7. 7. Methods - Interviews<br />One-on-one<br />Plan to interview ten students (five so far)<br />Interview flow (next slide)<br />
    8. 8. Methods - Interviews<br />PRE<br />POST<br />
    9. 9. Results - Survey<br />Classroom is in 29th percentile nationally for positive attitude toward writing<br />5 students out of 17 were above 50th percentile in attitude toward writing<br />** individual survey items will be used as interview prompts in post interview<br />
    10. 10. Results - Survey<br />How would you feel about becoming an even better writer than you are? (3.3)<br />How would you feel about writing a long story or report at school? (1.8)<br />How would you feel about writing about something you did in science? (2.1)<br />
    11. 11. Results – Emerging Themes<br />“I think it’s too much work to do to write.”<br />“If they get a job they need to learn to write paperwork and bills and stuff.”<br />Writing-to-learn<br />
    12. 12. Results – Emerging Themes<br />Reluctance to coauthor (i.e., to write together, as opposed to taking turns) in some groups<br />Students’ focus was somewhat sharper than I had observed in other writing activities<br />
    13. 13. Next Steps<br />Complete writing<br />Post interview<br />Data analysis, including interviews and final writing products<br />Follow up on emerging science questions<br />

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