國立虎尾科技大學 |

Addressing Learning Loss in Writing Through Small Group Instruction.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Addressing Learning Loss in Writing Through Small Group Instruction./
作者:	Van Sickell, Isabelle Romano.
面頁冊數:	1 online resource (71 pages)
附註:	Source: Masters Abstracts International, Volume: 84-08.
Contained By:	Masters Abstracts International84-08.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9798368483771

Addressing Learning Loss in Writing Through Small Group Instruction.
Van Sickell, Isabelle Romano.

Addressing Learning Loss in Writing Through Small Group Instruction. - 1 online resource (71 pages)

Source: Masters Abstracts International, Volume: 84-08.

Thesis (M.Ed.)--The William Paterson University of New Jersey, 2023.

Includes bibliographical references

The 2022 to 2023 school year marks the second full academic year of full-time instruction since the disruptions caused by the Covid-19 Pandemic. As schools resume regular schedules and activities, the documented learning loss that resulted from virtual instruction must be addressed (Goldhaber et al., 2022). The specific challenge of improving writing skills impacted by virtual learning led to the development of the primary research question, how does small group writing instruction improve student writing skills in a fourth grade English Language Arts classroom? The literature review for this research focused on three areas of study: academic interventions for learning loss, the efficacy of small groups and strategies-based instruction, and best instructional practices for small groups. This was a mixed method study that was conducted over six weeks during the writing workshop period in a fourth-grade classroom. Small group writing instruction occurred three times each week with students grouped according to writing skills proficiency. There were nine participants representing skill levels above, meeting, and below grade level expectations. Data sources included quantitative rubric scores and checklist metrics and qualitative teacher journals, behavior logs, and student work artifacts. Two conclusions were generated by this study: small group instruction helps students apply writing strategies and promotes engagement and additional targeted instruction is needed to create a significant effect on writing improvement. These findings support the use of small group instruction as a beneficial aspect of an academic intervention plan while recommending the need for additional strategies. .

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798368483771Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Covid-19 pandemicIndex Terms--Genre/Form:

554714
Electronic books.

Addressing Learning Loss in Writing Through Small Group Instruction.
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