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VALIDATING FOLA: A RANDOMIZED WRITING EXPERIMENT
by
Kidogo Aisha Kennedy
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2008
Copyright 2008 Kidogo Aisha Kennedy
Object Description
| Title | Validating FOLA: a randomized writing experiment |
| Author | Kennedy, Kidogo Aisha |
| Author email | kidogoke@usc.edu; nubiankey@sbcglobal.net |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Psychology & Technology) |
| School | Rossier School of Education |
| Date defended/completed | 2008-05-09 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-11-20 |
| Advisor (committee chair) | Rousseau, Sylvia G. |
| Advisor (committee member) |
Brown, Richard Hirabayashi, Kimberly |
| Abstract | This dissertation introduces an explicit writing intervention which may have an impact in augmenting the writing performance of African American students. Design of the study is a randomized, controlled experiment indicating investigation of two groups identified as control and treatment. The causal claim of this study implies writing self-efficacy (WSE) may be impacted by the Format Oriented Language Approach (FOLA). FOLA is an explicit instructional design. The experiment investigates the impact of explicit instruction on English and Language Arts (ELA) 6th -- 12th grade students from three schools, over a period of several weeks. All three schools currently operate within Los Angeles Unified School District (LAUSD) while the other two institutions are a part of Pasadena Unified School District (PUSD). Regression analysis reveals FOLA statistically improves the writing proficiency of African American and other students included in the sample. However, statistical analysis did not prove FOLA increases the writing self-efficacy of the students included in this investigation. |
| Keyword | African American; writing; proficiency; scaffold; explicit instruction; critical race theory; education; randomized; experiment; intervention |
| Geographic subject | school districts: Los Angeles Unified School District; school districts: Pasadena Unified School District |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m1821 |
| Rights | Kennedy, Kidogo Aisha |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Kennedy-2328 |
| Archival file | uscthesesreloadpub_Volume17/etd-Kennedy-2328.pdf |
Description
| Title | Page 1 |
| Full text | VALIDATING FOLA: A RANDOMIZED WRITING EXPERIMENT by Kidogo Aisha Kennedy A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2008 Copyright 2008 Kidogo Aisha Kennedy |
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