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Dissertation
Collins Writing Program: Examining Its Efficacy through Analysis of Performance Data on State mandated Tests and Secondary Teachers' Perceptions
Doctor of Education (Ed.D.), Drexel University
Aug 2018
DOI:
https://doi.org/10.17918/D8ZM22
Abstract
This mixed method, non-equivalent, quasi-experimental research study investigated potential changes in the constructed responses and scaled scores earned on the Pennsylvania Keystone, end of course Language Arts exams due to the implementation of the Collins Writing Program. The key purpose of writing is to communicate clearly, and the measure of success is determined by the Keystone Literature Exam (Common Core State Standards, 2017). This study aimed to determine the efficacy of, and the teachers' perceived efficacy of, the first year implementation of the Collins Writing Program at the high school level. The research combined findings from the research site, state standards, and School Performance Profile (SPP) and investigated the Literature Keystone exam scores of matched cohorts before and after the implementation of the program. The predominately quantitative study with two semi-structured interviews of teachers surveyed provided insights to the richness of the experience or areas for improvement. These cohorts were matched by using nearly identical archived grade 8 Pennsylvania System of School Assessment (PSSA) scores, gender, and ethnicity. When needed, a condition of economically disadvantaged assisted with determining the most closely related match; however, it was not an excluding factor. The research questions explored the effect of the Collins Writing Program as measured by the Keystone Literature exam: To what extent did the Collins Writing Program effect the scaled scores of the grade 10 matched pairs on the state standardized and mandated end of course Keystone Language Arts Exam from testing year 2014-2015 to the testing year of 2015-2016? How did Grade 10 English teachers describe their perceptions about the Collins Writing Program's implementation and instructional changes to classroom practice?
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Details
- Title
- Collins Writing Program
- Creators
- Barbara Ann May - DU
- Contributors
- Joyce A. Pittman (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xiv, 109 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 8077; 991014632072104721