Thesis Title

A Study to Determine the Effect of the Arkansas Comprehensive School Reform Model on First-Grade Students' Self-Regulation Skills During Writing

Date of Graduation

Fall 2005

Degree

Master of Science in Education in Literacy

Department

Reading, Foundations, and Technology

Committee Chair

Beth Hurst

Abstract

The purpose of this quasi-experimental study was to examine the effect of the Arkansas Comprehensive School Reform (ACSR) model on first-grade students’ self-regulation skills during writing. This study involved two first-grade classrooms: one classroom received instruction from the ACSR model on a daily basis; the other classroom did not. The Developmental Reading Assessment (DRA) was administered at the beginning of the 2004-2005 school year to determine the students’ overall reading abilities in order to ensure that the academic level of each class was equal. Paired-samples t-test results from the DRA showed no significant differences between the two classes. Writing prompts were administered in September, December, and March to determine whether or not students self-regulate during writing. Test results from the Independent sample t-test showed a statistically significant difference between the two classrooms. The research therefore concluded ACSR model was an effective method for students to learn how to self-regulate during writing.

Keywords

self-regulation, apprenticeship learning, writing, self-efficacy, goal-setting

Subject Categories

Other Education

Copyright

© Janelle Hintermeister-McBroom

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Dissertation/Thesis

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