Collaborative education through writing across the curriculum

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dc.contributor.advisor Hanson, Linda K. en_US
dc.contributor.author Henson, Roberta Jeanette en_US
dc.coverage.spatial n-us--- en_US
dc.date.accessioned 2011-06-03T19:26:41Z
dc.date.available 2011-06-03T19:26:41Z
dc.date.created 1995 en_US
dc.date.issued 1995
dc.identifier LD2489.Z68 1995 .H4 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/176749
dc.description.abstract Social reform in the 1960's initiated growth in two seemingly separate educational movements in response to dissatisfaction with the traditional positivistic education system. These two movements, writing-across-the-curriculum (WAC) and homeschooling, share pedagogy and methodology based upon social epistemology, and they share two teaching techniques stemming from this methodology: collaboration and writing. While homeschooling was the successful method of education for centuries, the last two centuries have seen an evolution through the one-room schoolhouse to present day positivistic educational institutions. Language-centered teaching techniques have existed as long, beginning with such educators as Isocrates and continuing with such educators as Aristotle, Quintilian, Augustine, Erasmus, George Campbell, and Fred Newton Scott, and during the past two decades, WAC proponents have incorporated the use of collaboration and writing as instruments of learning in every discipline. Unfortunately, it is difficult to measure the effectiveness of these teaching techniques in existing WAC programs because of the number of variables involved. These techniques were measured in a homeschool situation, however, where the variables could be controlled. This ethnographic study, which took place during the Spring 1994 semester with three ninth-grade female students placed in a homeschool situation, used both quantitative and qualitative methods to measure the effectiveness of collaboration and writing in all disciplines. Pre-tests revealed that, at the beginning of this study, these three students performed at very different levels of ability ; regardless of ability, however, each experienced dramatic increases in learning. The quantitative measures, Wechsler Individual Achievement Test and Ennis-Weir Critical Thinking Essay Test, revealed unprecedented gains in math reasoning, reading comprehension, listening comprehension, oral expression, written expression, language composite, and critical thinking skills. These pre/ post-tests, triangulated with assessment of reading journals, daily journals, individual essays, collaborative essays, and video-taped sessions, produced a narrative which describes each student's characteristics, learning style and response to these learning/teaching methods. The results imply that homeschool education has been successful due to collaboration and writing. Furthermore, this study strongly suggests that collaboration and writing effect learning in all disciplines and recommends restructuring of traditional education to implement these teaching/learning techniques. en_US
dc.description.sponsorship Department of English
dc.format.extent vi, 355 leaves : ill (some col.) ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Interdisciplinary approach in education -- United States. en_US
dc.subject.lcsh Group work in education -- United States -- Case studies. en_US
dc.subject.lcsh English language -- Composition and exercises -- Study and teaching (Secondary) -- United States -- Case studies. en_US
dc.subject.lcsh Home schooling -- United States -- Case studies. en_US
dc.title Collaborative education through writing across the curriculum en_US
dc.description.degree Thesis (Ph. D.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/941579 en_US


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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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