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Mark my words! Measuring the potential efficacy of a project-based learning literacy intervention resulting in student publication

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Abstract:

Over the last century, researchers and policymakers increasingly have focused on education as the principal catalyst for societal advancement and as a cause for concern as students fail to meet established standards and gaps continue to grow between different demographic groups. In literacy education, students not only fail to meet academic standards but cannot even express themselves clearly in writing (Salahu-Din, Persky, & Miller, 2008).
Project-based learning has shown to be successful in many settings (Barron, et al., 1998). The current study attempts to evaluate the effectiveness of a 9th grade project-based writing curriculum as compared to traditional writing instruction. At-risk 9th graders in a northeastern U.S. high school were given the goal to write, edit, and publish a book by the end of the school year. The writing curriculum was structured around this goal, and students’ attitudes and writing skill development was assessed three times, before, during, and after the publication project.
Over the course of the intervention, treatment group student writing scores increased 33% compared to increases if only 4.5% for students in the control group. Reading comprehension scores for students in the PBL program also increased significantly by 18% over the course of the school year. Finally, changes in student attitudes toward writing were also apparent, inviting future research to test of this change in attitude serves as a mediator for improvements in academic scores associated with PBL. Implications of these findings and future research directions will be discussed.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492618_index.html
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MLA Citation:

Stutz, Franziska. and Chen, Jondou. "Mark my words! Measuring the potential efficacy of a project-based learning literacy intervention resulting in student publication" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492618_index.html>

APA Citation:

Stutz, F. and Chen, J. , 2011-04-30 "Mark my words! Measuring the potential efficacy of a project-based learning literacy intervention resulting in student publication" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492618_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Over the last century, researchers and policymakers increasingly have focused on education as the principal catalyst for societal advancement and as a cause for concern as students fail to meet established standards and gaps continue to grow between different demographic groups. In literacy education, students not only fail to meet academic standards but cannot even express themselves clearly in writing (Salahu-Din, Persky, & Miller, 2008).
Project-based learning has shown to be successful in many settings (Barron, et al., 1998). The current study attempts to evaluate the effectiveness of a 9th grade project-based writing curriculum as compared to traditional writing instruction. At-risk 9th graders in a northeastern U.S. high school were given the goal to write, edit, and publish a book by the end of the school year. The writing curriculum was structured around this goal, and students’ attitudes and writing skill development was assessed three times, before, during, and after the publication project.
Over the course of the intervention, treatment group student writing scores increased 33% compared to increases if only 4.5% for students in the control group. Reading comprehension scores for students in the PBL program also increased significantly by 18% over the course of the school year. Finally, changes in student attitudes toward writing were also apparent, inviting future research to test of this change in attitude serves as a mediator for improvements in academic scores associated with PBL. Implications of these findings and future research directions will be discussed.


Similar Titles:
In Search of Purpose, Audience, and Structure: An Examination of High School Students’ Literacy Strategy and Skill Use during an AP Government Project-Based Learning Unit

Disciplinary Literacy and Project-Based Learning: An Analysis of the Literacy Texts and Practices in Secondary Project-Based Learning Classrooms

Improving Students’ Learning of Sustainability using Project-Based Learning (PBL)


 
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