Defense Date
3-13-2020
Graduation Date
Spring 5-8-2020
Availability
One-year Embargo
Submission Type
dissertation
Degree Name
EdD
Department
Professional Doctorate in Educational Leadership (ProDEL)
School
School of Education
Committee Chair
Launcelot I. Brown
Committee Member
Amy M. Olson
Committee Member
Rachel Ayieko
Keywords
Collins Writing, Literacy-Based Instruction, Discourse, Teacher Moves, TRU Framework
Abstract
This dissertation investigates the impact that Collins Writing has on student achievement in the Algebra 1 classroom. The study is grounded in Vygotsky’s constructivist learning theory. It also utilizes the conceptual framework created by the Pennsylvania Comprehensive Reading Communication Arts Plan and the Teaching for Robust Understanding (TRU) Framework to frame the study. This mixed-methods study uses qualitative data collected from four teacher participants through interviews, observations, and review of lesson plans. Quantitative data was gathered from a two-year comparison of student scores on classroom based common assessments aligned with the PA Common Core Curriculum. Both the qualitative and quantitative data point to the positive impact that Collins Writing can have both on student achievement and effective mathematics instruction.
Language
English
Recommended Citation
Freed, R. (2020). The Impact of Collins Writing on Student Achievement in the Algebra 1 Classroom (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1875