Connecting Writing to Life: The Effects of Place-Conscious Education on Writing in a First Grade Classroom
Date of Award
Open Access Dissertation
This study describes a problem of practice encountered in a first-grade class in the southeast. Students exhibited negative attitudes during the writing process. Because of this, the quality of their writing suffered. The purpose of this study was to explore the relationship between attitudes and writing achievement in a first-grade class using place-conscious education. Additionally, this study was also built upon the social constructivism learning theory. To address the problem of practice, the researcher conducted a mixed-methods action research case study to analyze the effects of place-conscious education on students’ attitudes and proficiencies on writing. The study was guided by two research questions: How will place-conscious education impact students’ writing proficiencies? and What are student attitudes regarding writing prior to and after implementing place-conscious education? The results of the study indicated that students’ attitudes and perceptions regarding writing increased after implementing place-conscious education. Additionally, overall class writing proficiencies also increased post-intervention. An action plan and future research are included based on this action research study.
Dietrich, T. P.(2022). Connecting Writing to Life: The Effects of Place-Conscious Education on Writing in a First Grade Classroom. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/7056