Date of Award
Doctor of Education (EdD)
Dr. Terry Stewart
Dr. Mary Sue Thompson
Mrs. Elaine Eversmeyer Henderson
The primary purpose of this study was to investigate the effects of the 6 + 1 Trait Writing program on student achievement and to explore the teacher perceived effectiveness of the 6 + 1 Trait Writing program on student achievement. This study concentrated on student achievement, as determined by the Missouri Assessment Program test, and the teachers’ perception of the impact 6 + 1 Trait Writing had on the curriculum. The study also focused on the perceived effectiveness of the 6 + 1 Trait Writing professional development opportunities provided to teachers as determined by surveys and roundtable discussions. The 2007, 2008, and 2009 MAP data was used to complete the quantitative portion of this study. Data was broken down by grade level. Schools must meet a proficiency standard each year to meet standards in the NCLB law. The researcher determined the percent of students who were proficient in each grade level for the quantitative portion. The researcher used the Chi Square Goodness of Fit test to see if there was statistical significance to the change in MAP scores. The researcher calculated the correlation coefficient between the North R-I School District and the Missouri state average scores to determine if there was a natural rate of maturation for the MAP test. Roundtable discussions data were recorded, transcribed, and analyzed to identify themes. The data was used to determine beliefs and practices as related to the teachers’ classroom 6 + 1 Trait Writing use. The survey portion of the study was analyzed by identifying themes and categories within teacher responses. Triangulation was achieved by utilizing survey results and the roundtable discussions to determine future outcomes from 6 + 1 Trait Writing instruction. Although data from this study did not demonstrate that integration of 6 + 1 Trait Writing program raised student achievement, the researcher still recommends the district continue utilizing the program because of positive teacher perceptions and increases by some subgroups and grade levels. While one grade level groups showed an increase, the majority of the grade levels showed a decrease in writing achievement. The major themes that were found include providing structure for teachers to teach and evaluate writing through a step-by-step process and providing consistent professional development and accountability of teachers. The researcher recommends further longitudinal study to determine the true effectiveness of the program since this study focused on the first year implementation of 6 + 1 Trait Writing.
Werkmeister, Bruce E., "Evaluation of 6 + 1 Trait Writing and the Professional Development Training used to Implement the Program" (2010). Dissertations. 630.