THE WORD PROCESSING ENVIRONMENT AND ITS IMPACT ON THE WRITING OF A GROUP OF HIGH SCHOOL STUDENTS.

Persistent Link:
http://hdl.handle.net/10150/184071
Title:
THE WORD PROCESSING ENVIRONMENT AND ITS IMPACT ON THE WRITING OF A GROUP OF HIGH SCHOOL STUDENTS.
Author:
JUETTNER, VIRGINIA WEAVER.
Issue Date:
1987
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This research project studied a class of high school 11th and 12th grade writing students, for one semester, as they learned to use word processors for composing and editing assignments. The goals of the study were to (a) determine whether the use of a word processor created a special learning environment, (b) document the learning environment created, (c) document the resultant student word processing concepts, schemata and strategies, and (d) document the effects on the writing of students. Five predictions, based on research on language thought and symbol systems, and the application of a theoretical model formed the basis for observations. The predictions were tested by collecting and analyzing student writing and observational data. Student concepts, schemata and strategies were documented through use of the checklists and through observation. Pre- and post-student writing samples were matched and analyzed using individual T-tests, ANOVA and MANCOVA to determine any impact on writing due to the use of word processors. Questionnaires provided background information on English teacher and student writing/word processing backgrounds. Findings indicate support for the research model and predictions 1-4. The research model was found to be useful in organizing data and summarizing prediction results, and may offer assistance to teachers and researchers who want to study the impact of microcomputers from a total learning environment perspective.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
English language -- Rhetoric -- Study and teaching -- Data processing.; English language -- Composition and exercises -- Study and teaching -- Data processing.; Word processing in education.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Educational Foundations and Administration; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Pogrow, Stanley

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleTHE WORD PROCESSING ENVIRONMENT AND ITS IMPACT ON THE WRITING OF A GROUP OF HIGH SCHOOL STUDENTS.en_US
dc.creatorJUETTNER, VIRGINIA WEAVER.en_US
dc.contributor.authorJUETTNER, VIRGINIA WEAVER.en_US
dc.date.issued1987en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis research project studied a class of high school 11th and 12th grade writing students, for one semester, as they learned to use word processors for composing and editing assignments. The goals of the study were to (a) determine whether the use of a word processor created a special learning environment, (b) document the learning environment created, (c) document the resultant student word processing concepts, schemata and strategies, and (d) document the effects on the writing of students. Five predictions, based on research on language thought and symbol systems, and the application of a theoretical model formed the basis for observations. The predictions were tested by collecting and analyzing student writing and observational data. Student concepts, schemata and strategies were documented through use of the checklists and through observation. Pre- and post-student writing samples were matched and analyzed using individual T-tests, ANOVA and MANCOVA to determine any impact on writing due to the use of word processors. Questionnaires provided background information on English teacher and student writing/word processing backgrounds. Findings indicate support for the research model and predictions 1-4. The research model was found to be useful in organizing data and summarizing prediction results, and may offer assistance to teachers and researchers who want to study the impact of microcomputers from a total learning environment perspective.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEnglish language -- Rhetoric -- Study and teaching -- Data processing.en_US
dc.subjectEnglish language -- Composition and exercises -- Study and teaching -- Data processing.en_US
dc.subjectWord processing in education.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Foundations and Administrationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorPogrow, Stanleyen_US
dc.contributor.committeememberChilcott, Johnen_US
dc.contributor.committeememberSacken, Donal M.en_US
dc.contributor.committeememberGoodman, Kennethen_US
dc.contributor.committeememberGoodman, Yettaen_US
dc.identifier.proquest8712885en_US
dc.identifier.oclc698380066en_US
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