Date of Award
1-1-1992
Document Type
Practicum
Degree Name
Doctor of Education
Department
Child and Youth Care Administration
Advisor
William Anderson
Committee Member
Chris Sanders
Keywords
cooperative learning, creative thinking, developmental writing, expository writing, gifted, learning centers, literary styles, parent involvement, portfolios, reading writing relationship, student attitudes, technology integration, word processing, writing composition, writing evaluation, writing instruction, writing processes, writing publication, writing skills, writing workshops
Abstract
The intent of this practicum was to increase third, fourth and fifth grade gifted and talented students’ exposure to the writing process. Nine behavioral objectives were identified. They were: (1) demonstrating more prolifically and mechanically correct narratives, (2) demonstrating more positive feelings toward writing, (3) increasing the number of words used in a narrative, (4) completing a publication-ready narrative, (5) increasing selection of words in a narrative, (6) indicating success in having a written work published, (7) reporting self-improvement in the writing process, (8) increasing ability to inform their readers, and (9) demonstrating a desire to write.
Developmental writing lessons were designed to develop writing skills and to cooperatively share and assist each other in the writing process. Students participated in learning centers, integrated writing skills and viewed educational writing videos. Samples of the student's writing were collected before and after writing projects in portfolios, using a survey and a standard writing scale.
All nine objectives were met successfully, and, in many areas, exceeded expectations. The data from this practicum strongly validated the following: (a) students improved their writing skills as a result of being exposed to a formalized developmental writing program, (b) students developed a more cooperative and helping spirit when taught how to assist each other in writing projects, and (c) the use of technologies such as word processing and writing videos enhanced the students' writing projects. In addition, parents, teachers and other students benefited from the gifted students being involved in the program.