Date of Degree

2024

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Curriculum and Instruction (CI)

Director

Werderich, Donna

Committee Members

Wickens, Donna; Ahn, Hyoju

Keywords

elementary, writing conference, Vygotsky, internalization, intermediate, writing process

Abstract

Through the theoretical lens of Vygotsky’s social development theory, this qualitative research study sought to provide insight into the suggestions a fourth-grade teacher provided during teacher-student writing conferences, the changes students made to their writing, and how students internalized the information learned during the conferences. Over the course of five assignments, three students participated in teacher-student writing conferences that were recorded for later review. The teacher received no training in writing conferences but used his own professional development to learn how to implement the writing conferences. Student writing samples were collected and analyzed both with-in and cross cases. Data collected from participant interviews, student writing samples, stimulated-recall interviews, and the teacher-student writing conference recordings indicated the writing conferences assisted in improving these students’ writing skills. Post-COVID, the students received a majority of corrections for capitalization, punctuation, spelling, and grammar; therefore, most of their corrections were for the same issues. As a result of the teacher-student writing conferences, one student internalized how to write an effective introduction sentence to a paragraph, and students appreciated the time they had one-on-one with their teacher. Implications for instruction and further research provide information for moving forward with this research.

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses and dissertations are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors, unless otherwise indicated.

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