Date of Award

5-2011

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

First Advisor

Marianne Glenn

Second Advisor

Ray Reiplinger

Third Advisor

Houston Thompson

Scholarship Domain(s)

Scholarship of Discovery

Abstract

This study addressed a means of responding to the varying writing skill levels found in the standard high school classroom. A structured writing curriculum was examined through a state, national and marketed rubric, focusing upon a high-risk high school population in Chicago, IL. The research centered around cognitive learning theory, specifically, Vygotsky‘s zone of proximal development. Additionally, to account for the variance in skill level, a new measurement tool was created to quantify rigor in relation to increasingly difficult writing assessments. The longitudinal study determined that, with extended exposure, the proposed structured writing curriculum did enable students to meet state, national, and marketed expectations.

Comments

Ed.D. dissertation completed in 2011 for Olivet Nazarene University.