VALIDATION OF AN INVENTORY OF PRACTICES AND POINTS OF VIEW IN WRITING INSTRUCTION

Persistent Link:
http://hdl.handle.net/10150/282074
Title:
VALIDATION OF AN INVENTORY OF PRACTICES AND POINTS OF VIEW IN WRITING INSTRUCTION
Author:
Shaeffer, Ann Marilyn Rufer
Issue Date:
1981
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 study was designed to develop and validate an assessment instrument which would yield valid information on teachers' theoretical learning philosophy orientation and instructional behaviors in the teaching of writing. Data are analyzed to determine whether there is a relationship between stated learning theories and responses to statements of elements of a writing program. The subjects who participated in the study were graduate students at Oakland University, Rochester, Michigan, and The University of Arizona, Tucson, Arizona, and experts in the field of writing or language arts who were certified according to stated criteria. Respondents completed the View Toward Learning sheet and the Shaeffer Inventory of Approaches to the Teaching of Writing. The information from each completed Inventory and Learning View sheet was recorded for analysis data to accept or reject ten hypotheses. The Inventory achieved content validity through individual item documentation in literature sources. The instructional approaches were interpreted according to three common learning theories: Behavioristic, Nativistic and Cognitive Field. The data analysis, which included t tests, Cronback Alphas, and item correlations and classification, established the instrument as valid in distinguishing a teacher's approach as Behavioristic or Nativistic and reliably aligned learning theory with classroom practices. It was not valid in differentiating the Nativist from the Cognivist. Recommendations include a revision of selected Nativistic and Cognitive Field items to achieve a clearer distinction between the two approaches, and the use of the instrument and cover sheet in a large scale study to further document validity and reliability. The Inventory may be utilized for teacher self-appraisal individually, in staff development projects, or in combination with classroom observation. Teacher education programs concerned with writing instruction could assess beliefs about the way children learn and related classroom practices.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
English language -- Composition and exercises -- Study and teaching.; Language teachers -- Psychology.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Foundations and Administration
Degree Grantor:
University of Arizona
Advisor:
Van Allen, Roach

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleVALIDATION OF AN INVENTORY OF PRACTICES AND POINTS OF VIEW IN WRITING INSTRUCTIONen_US
dc.creatorShaeffer, Ann Marilyn Ruferen_US
dc.contributor.authorShaeffer, Ann Marilyn Ruferen_US
dc.date.issued1981en_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 study was designed to develop and validate an assessment instrument which would yield valid information on teachers' theoretical learning philosophy orientation and instructional behaviors in the teaching of writing. Data are analyzed to determine whether there is a relationship between stated learning theories and responses to statements of elements of a writing program. The subjects who participated in the study were graduate students at Oakland University, Rochester, Michigan, and The University of Arizona, Tucson, Arizona, and experts in the field of writing or language arts who were certified according to stated criteria. Respondents completed the View Toward Learning sheet and the Shaeffer Inventory of Approaches to the Teaching of Writing. The information from each completed Inventory and Learning View sheet was recorded for analysis data to accept or reject ten hypotheses. The Inventory achieved content validity through individual item documentation in literature sources. The instructional approaches were interpreted according to three common learning theories: Behavioristic, Nativistic and Cognitive Field. The data analysis, which included t tests, Cronback Alphas, and item correlations and classification, established the instrument as valid in distinguishing a teacher's approach as Behavioristic or Nativistic and reliably aligned learning theory with classroom practices. It was not valid in differentiating the Nativist from the Cognivist. Recommendations include a revision of selected Nativistic and Cognitive Field items to achieve a clearer distinction between the two approaches, and the use of the instrument and cover sheet in a large scale study to further document validity and reliability. The Inventory may be utilized for teacher self-appraisal individually, in staff development projects, or in combination with classroom observation. Teacher education programs concerned with writing instruction could assess beliefs about the way children learn and related classroom practices.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEnglish language -- Composition and exercises -- Study and teaching.en_US
dc.subjectLanguage teachers -- Psychology.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Foundations and Administrationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorVan Allen, Roachen_US
dc.identifier.proquest8207898en_US
dc.identifier.oclc8738307en_US
dc.identifier.bibrecord.b13928491en_US
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