Date of Award
Spring 5-2014
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Dr. Beth Kania-Gosche
Second Advisor
Dr. Bryan Williams
Third Advisor
Dr. Sherrie Wisdom
Abstract
This research study was conducted to determine the impact of determine the perception of classroom teachers and building principals as to the effectiveness of required Reading and Writing Across the Curriculum in both core and non-core subject areas. Both core and non-core classes are presently required within the study school district to incorporate reading and writing strategies in their content areas. The researcher wanted to study the process to prepare administrators and teachers to work successfully with the advent of required common core standards for curriculum development. Strategies used in the study will help gather information to inform the preparation of administrators and teachers who adopt the Common Core State Standards in the area of Reading and Writing Across the Curriculum. The researcher used an in-depth data-gathering method, in the form of an e-mail survey, provided to all the educators from the three study locations who responded to the initial e-mail invitation to participate in the study. She used cluster samples (about 30 surveys from each school) as subjects selected by using an intact group that was representative of the population of the three suburban Midwest middle schools. This report was meant to extend the discussion between the effectiveness of reading and writing strategies in middle schools and preparing teachers for the Common Core State Standards. The author used a mixed method research design to find answers to her questions.
Recommended Citation
Wuebbels, Paula J., "Effectiveness of Reading and Writing Across the Curriculum on Middle School Reading Comprehension and Preparation for Common Core State Standards" (2014). Dissertations. 407.
https://digitalcommons.lindenwood.edu/dissertations/407
Rights
Copyright 2014