Date of Award
Fall 2022
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Todd Lilly
Abstract
There is scarce nationwide evidence of the impact of instruction on student achievement in the area of writing (Coker et al., 2018; Persky et al., 2003; National Assessment of Educational Progress, 2002). Standardized writing assessment has shifted to text-dependent analysis, which requires students to read and analyze a passage and then compose an essay in response to a text dependent prompt. This type of writing requires students to understand how and why authors make decisions and then support a claim with analysis. This multiple-case, action research study followed three elementary teachers as they reflected on a journey resulting in transformation of the literacy spaces within their classrooms from traditional, teacher-centered literacy spaces to student-centered contextualized. This study attempted to understand how the relationship between teacher efficacy in writing instruction and student efficacy as writers transformed literacy spaces for students and teachers.
Rights
© 2022, Melissa Renee Ewing
Recommended Citation
Ewing, M. R.(2022). The Power of Story in Developing a Cycle of Efficacy for Teachers and Students. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/7085