Implementing the writing workshop. (c2005)

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dc.contributor.author Hachem, Amira Hachem
dc.date.accessioned 2011-10-11T09:12:50Z
dc.date.available 2011-10-11T09:12:50Z
dc.date.copyright 2005 en_US
dc.date.issued 2011-10-11
dc.date.submitted 2005-06
dc.identifier.uri http://hdl.handle.net/10725/730
dc.description Includes bibliographical references (leaves 68-72). en_US
dc.description.abstract Teachers have always been faced with the challenging task of teaching a diverse group of learners in mixed-ability classrooms. Most teachers relied on the one-size-fitsall approach, which ignored students' academic diversity in favor of standardization. Similarly, students in today's classrooms are certainly diverse as they reflect differing academic readiness, interests, and learning profiles. Therefore, teachers continue to wonder how to divide their time and energy in order to provide adequate learning experiences that are meaningful to each student in the classroom. Thus, differentiation of instruction has been proposed as an educational approach that centers on teaching and learning, which is distant from other approaches that standardize instruction. In schools, differentiation promises the possibility of establishing classrooms where student variance in academic readiness, interests, and learning profiles are addressed and become a reality. This qualitative action research study analyzed the manner in which writing instruction was differentiated through implementing the Writing Workshop approach in an attempt to help students demonstrate improved writing skills. In addition, the study examined the effects of second graders' participation in the Writing Workshop and discussed the success factors that enabled students to develop their writing skills. The study also analyzed the manner in which portfolios have been used as an assessment tool to measure students' writing progress and growth. The results ofthe data revealed that differentiating writing instruction, through implementing the Writing Workshop approach, created a powerful and motivating tool that allowed students to grow to love writing. Additionally, students' writing skills have greatly improved and that was reflected in their progression of text, expansion of ideas, and development in conventional writing. en_US
dc.language.iso en en_US
dc.subject Individualized instruction en_US
dc.subject Mixed ability grouping in education en_US
dc.subject Creative writing (Elementary education) en_US
dc.title Implementing the writing workshop. (c2005) en_US
dc.type Thesis en_US
dc.title.subtitle An approach to differentiating writing instruction in a second grade mixed-ability classroom to help students demonstrate improved writing skills en_US
dc.term.submitted Spring en_US
dc.author.degree MA in Education en_US
dc.author.school Arts and Sciences en_US
dc.author.idnumber 199808720 en_US
dc.author.commembers Dr. Rima Bahous
dc.author.commembers Dr. Ahmad Oueini
dc.author.woa OA en_US
dc.description.physdesc 1 bound copy: viii, 87 leaves; ill.; 30 cm. available at RNL. en_US
dc.author.division Education en_US
dc.author.advisor Dr. Mona Nabhani
dc.identifier.doi https://doi.org/10.26756/th.2005.42 en_US
dc.publisher.institution Lebanese American University en_US

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