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

Available for download on Saturday, May 08, 2021

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