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mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: The
    title: effects of facilitative teacher response and revision strategies on adolescent writing achievement
  name:
    name part: Hughey, Jane Bonner.
    role:
      role term: creator
  name:
    name part: McNamara, James F.
    role:
      role term: degree supervisor.
  name:
    name part: Ash, Michael J.
    role:
      role term: degree committee member.
  name:
    name part: Hill, Rodney C.
    role:
      role term: degree committee member.
  name:
    name part: Nash, William R.
    role:
      role term: degree committee member.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  genre: Academic theses
  origin info:
    place:
      place term: xx
    date issued: 1994
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: xiv, 297 leaves : illustrations ; 28 cm
  abstract: Composing is often a solitary activity with the outcome in some future time and place. Because it is an internal and often solitary process, we still have much to learn about the development of written language. According to Piaget and others, most adolescents have reached the point of becoming independent agents in their cognitive development; however, national reports and other research findings show poor results in adolescents* abilities to express themselves effectively in writing. Findings suggest that it is often during this critical period that the least developmental work in writing occurs and that writing evaluation and feedback to students are frequently counterproductive. This study explores the effects of strategies that current theory in developmental psychology, composing, and creativity propose to be effective with students of this age group. These strategies include active involvement in learning, facilitative and directive feedback, and a gradual shift of responsibility for learning and performance to learners themselves. In this study, such strategies were implemented in regular classroom settings by three language arts teachers with 160 sixth grade also explores the likelihood that when students gain in one of these outcome variables they also gain in the others and, further, that students' first language relates in some way to the reported outcomes. For this study, strategies were implemented through a writing program in regular classroom settings by three language arts teachers with 160 sixth grade students. The program was implemented over a seven-month period. Sixty-five percent of the study population was characterized as low SES, and approximately 60% was non-Englishspeaking. The outcomes of the three key variables were measured using a series of five writing events as well as tests of writing apprehension and verbal creativity. The data were analyzed by examining students' gains on these measures. Teachers and classes were compared for poss…
  note: by Jane Bonner Hughey.
  note: Vita.
  note: "Major subject: Educational Psychology."
  note: Includes bibliographical references.
  note: Ph. D. Texas A & M University 1994
  subject:
    topic: Major educational psychology
  identifier: http://proxy.library.tamu.edu/login
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    location:
      url: http://proxy.library.tamu.edu/login
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    location:
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  record info:
    record content source: TXA
    record creation date: 960515
    record change date: 20200904152730.0
    record identifier: in00001300451
    language of cataloging:
      language term: eng