HOW CAN I REMEMBER ALL THOSE FACTS? AN ACTION RESEARCH USING WRITING IN CONTENT AREAS TO IMPROVE ACHIEVEMENT IN THE 8TH GRADE SOCIAL STUDIES CLASSROOM

Except where reference is made to the work of others, the work described in this thesis is my own or was done in collaboration with my Advisor. The thesis does not include proprietary or classified information.

Suzanne Riggs Jackson

Certificate of Approval:

______

Donald R. Livingston, Ed.D.Sharon Livingston, Ph.D.

Thesis Co-ChairThesis Co-Chair

Education DepartmentEducation Department

WRITING IN CONTENT AREAS TO IMPROVE ACHIEVEMENT IN THE 8th GRADE SOCIAL STUDIES CLASSROOM

A thesis

by

Suzanne Riggs Jackson

to

LaGrange College

infulfillment of

the requirement for the

degree of

MASTER OF EDUCATION

In

Curriculum and Instruction

LaGrange, Georgia

May 5, 2011

Writing in Content Areas 1

ABSTRACT

This study explored the use of writing in the content area of social studies to improve content knowledge as measured by the county’s benchmark. One eighth grade social studies class was given daily writing topics developed from the Georgia Performance Standards, and one class was not. Pretests and posttests developed by the county in the form of a benchmark were administered to both classes in the study to determine the effectiveness of content area writing. Data from both tests were analyzed and compared to determine the effects of writing in the content area of social studies. Students who were exposed to the writing strategy achieved higher scores on the social studies benchmark than those who were not using daily topic writing.

INDEX WORDS: Middle School, Benchmark, Social Studies, Writing in Content Areas,

Writing Across the Curriculum, Georgia Performance Standards

I dedicate this work to the most encouraging faculty of LaGrange College. I especially want to thank the dynamic duo of the Doctors Livingston who mentored and propelled tentative students to excellence! I want to thank my classmates who became a wonderful new family for me during the past year. To my patient husband and children, I want you to know how much I appreciated your excitement and encouragement even when you had to take over the laundry andcooking. I applaud my Lord for giving me the strength, courage, and sanity to take this exhilarating journey. Most of all, I want to express my deepest gratitude to my very best friend in the world, Amy, who drug, pushed, and pulled me through the last year of my life. Without her I would have never attempted this endeavor. This has been one of the most challenging and exciting times of my life. It was almost as great as sky diving, bungee jumping, or scuba diving; just a whole lot more work! Thank you all for being a part of this incredible journey.

Table of Contents

Abstract …………………………………………………………………………………..iii

Table of Contents ………………………………………………………………………....v

List of Tables…………………………………………………………………………….vi

Chapter 1: Introduction …………………………………………………………………...1

Statement of the Problem ...…………………………………………………….....1

Significance of the Problem ...………………………………………………….…2

Impact on Student Learning ...…………………………………………………….2

Theoretical and Conceptual Frameworks ….…….……….………………………2

Focus Questions ...………………………………….……………………………..5

Overview of Methodology ...…………….………………………………………..5

Human as Researcher ...………………….………………………………………..6

Chapter 2: Review of the Literature ...……………………….…………………………....8

Writing Across the Curriculum and in Content Areas…………………………….8

Student Achievement in Content Areas Through Writing……………………….12

Students’ Attitudes About Content Writing……………………………………...13

Chapter 3: Methodology ...………………………………………………………………17

Research Design ...….…………………………………………………………....17

Setting ...…………………………………………………………………………17

Subjects and Participants ………………………………………………………..18

Procedures and Data Collection Methods ...... …………………………………..19

Validity and Reliability/Dependability and Bias………………………………...22

Analysis of Data ...……………………………………………….………………24

Summary ...………………………………………………………………………25

Chapter 4: Results ...……………………………………………………………………..28

Chapter 5: Analysis and Discussion of Results ...……………………………………….38

Analysis ………………………………….………………………………………38

Discussion ...……………………………………………………………………..43

Implications ...…………………………….……………………………………...44

Impact on Student Learning……………………………………………………...45

Recommendations for Future Research ...……………………………………….46

References ...……………………………………………………………………………..47

Appendixes ...……………………………………………………………………………49

Tables

Tables

Table 1.1: Data Shell …………………………………………………………………....20

Table 4.1: Independent T-Test Prior Treatment and Control Group…………………….30

Table 4.2: Dependent T-Test Pre/Post Test Control Group……………………………...31

Table 4.3: Dependent T-Test Pre/Post Test Treatment Group…………………………..32

Table 4.4: Independent T-Test Post Test Treatment and Control Groups...……………..33

Table 4.5: Chi square Pre/Post Treatment Writing Attitude Surveys……………………34

Writing in Content Areas 1

CHAPTER ONE: INTRODUCTION

Statement of the Problem

According to the National Commission on Writing(2003), American education will never realize its potential as an engine of opportunity and economic growth until a writing revolution puts language and communication in their proper place in the classroom. Students in middle gradeshave often had great difficulty completing tasks involving content knowledge and literacy. With today’s demands placed on teachers to cover all state standards, the extra time required for mastery of content cannot be found. Where will we find the additional time to improve subject knowledge as well as literacy skills? This study explored the effect of writing in content areas to improve county benchmark scores. An analysis of this Title I school’s 2010 eighth grade Social Studies Benchmark assessment results revealed that only four percent of the students tested met the minimum expectations. Schools are being held more accountable today for their students meeting the standards mandated from the state. In order to meet the Georgia Performance Standards, teachers in content areas feel pressured to teach concepts quickly so they can cover all standards needed to show annual yearly progress (AYP). Of the three critical areas tested; reading, writing, and mathematics, writing was stated to be the most neglected (National Commission on Writing, 2003).

Misulis (2009) stated that now is a critical time for the additional application of literacy skills to develop in content areas. Misulis (2009) also explained that content literacy instructional practices offer opportunities for developing vocabulary, comprehension, study strategies, and writing. Teachers were concerned with accuracy of content as well as expanding writing skills in content areas. As stated by the National Commission on Writing (2003), with increasing importance being placed on reading and mathematics, there is a severe shortage of time to devote to writing. The purpose of this study was to discover if implementing writing in content areas as a supplement to the state curriculum would yield a significant improvement of students’ knowledge as measured by the county benchmark.

Significance of the Problem

As expressed by the National Commission on Writing (2003), writing today is not a frill for the few, but an essential skill for many. As reported by Tchudi and Tchudi (1983), specialists have observed that writing skills taught in isolation from content were not likely to be learned. The writing process, which requires practice, can be a challenging one for students and teachers alike. Writing requires time for instruction as well as revision of literacy skills. This commodity has declined due to the strong emphasis placed on math and reading instruction, but writing time can be added as content instruction in subject areas.

Theoretical and Conceptual Frameworks

Social constructivist theory views the learning process as one that engages the learner in sense-making activities related to earlier knowledge. This learning process is complex and should be supported with numerous strategies to encompass diverse learners. Learners require time to process and fully understand concepts through considerable interaction. This is critically important for middle school students who are being introduced to more complex content. This study closely related to both the constructivist theory and to Tenets I, II, and III of LaGrange College Educational Department’s (2008)Conceptual Framework.

Tenet One involved the learner being enthusiastically engaged in learning. Knowledge begins with experiences, but since no one has the same background experiences, that knowledge needed to be expanded through authentic and active engagement. This was especially true in the diverse environment in a Title I school. This aligned with Tenet One’s Cluster 1.1, “Knowledge of Content” which stated learning experiences needed to be designed to make subject matter meaningful to students. Domain 1 of the Six Domains of the Georgia Framework and proposition 1 of the NBPTS Core Propositions for Experienced Teachers aligned with this tenet as well. Cluster 1.2 placed importance on teachers linking content to their students’ lives; therefore, writing in content areas was the catalyst that made the content personal and meaningful. Domain 2 of the Georgia Framework was aligned with this tenet in the ways that educators supported the personal development of students. The most vital Competency Cluster of this Tenet was 1.3, “Knowledge of Learner”. It was imperative that teachers utilized varied methods for learning. While providing a wide range of learning opportunities, teachers understood the exceptionalities of their students but continued to hold high expectations and believed that they could learn at high levels. Although instruction took place at school, teachers were cognizant of factors outside school and how they affect students’ learning. The 2002 National Board for Professional Teaching Standards emphasized this cluster by stating that teachers should treat students equally as they acknowledged their individualities. Core proposition 1 and domain 2 were aligned with this tenet.

This thesis was related to Tenet Two of the Conceptual Framework which addressed professional teaching practices. With diversity being so “common place” in schools today, it was necessary for teachers to use a variety of resources to develop meaningful instruction. In order for the learners to construct new connections, “teachers must have linked the diverse life histories of their students to the content taught in classrooms, so that their students could have made deep, meaningful personal connections” (LaGrange College Education Department, 2008, p 5). Cluster 2.1, domain 3, and core propositions 2 and 3 were aligned in this thesis as well. These principles of providing a collaborative work environment, promoting active engagement, presenting sensitivity ofthe uniqueness of individuals were expressively important when teaching in a Title I school. Cluster 2.3was addressed in this thesis as the teacher encouraged students in self-assessment of content knowledge through written work.

Tenet Three, which focused on the professional character that educators must develop and implement with students, families, colleagues, and the community, was important in this thesis. By being a reflective teacher as noted in Cluster 3.1, I sought to educate and improve myself through research. Throughout this study, I have documented my discoveries and emotions in a reflective journal so I could improve my instructional skills and collaboration with colleagues. Domains 5 and 6 along with Core Proposition 4 aligned with this tenet in that teachers needed to design instruction, implement strategies, and self-assess while growing professionally through the use of research to strengthen their teaching. Advocating for their students was and will remain an essential task for today’s teachers. As stated in Cluster 3.3, teachers needed to be crusaders for learning environments that supported the diverse needs and high expectations for all students. Educators have sought to build a well-rounded, active learning environment where students, who were the members this community, have strived to obtain the goals and expectations set for them.

Focus Questions

Writing is a critical tool for acquiring knowledge. There were a number of factors that could affect student learning of subject material. This study has examined the effect that writing in the content area of social studies as a supplemental strategy hadon students’ achievement scores on the county adopted 8thgrade social studies benchmark. This research study was guided by scrutinizing three direct focus questions. The first focus question concentrated on the pedagogy of the problem. The second question was directed to student outcomes and quantitatively measured the study’s results. The final question qualitatively measured students’ perceptionsand reflected holistically on the implementation of the study.

1. What is the process of implementing writing in the content area of social studies as a supplement to the current curriculum in order to improve student learning?

2. How will writing in the content area impact the test scores of students in 8th grade social studies?

3. What are the attitudes of students about writing in content areas?

Overview of Methodology

This study followed the principles of action research using both qualitative and quantitative data that examined the impact of writing in the content area of social studies to improve student achievement. The study took place during the spring semester in a Title I middle school in Coweta County, Georgia. Coweta County is located approximately 30 miles south of Hartsfield Atlanta International Airport. The treatment population consisted of 8th grade students who were taught in a collaborative setting. The subjects were chosen based upon their placement in eighth grade social studies. The strategy of writing in the content area as a supplement to the Georgia Performance Standards along with the current school curriculum was implemented with the treatment group, while the control group did not use this particular technique to support content learning.

Several methods of data collection were employed. Quantitative data were gathered from pretests that wereadministered to both groups in which no significant differencewas noted between groups. Student achievement was measured through statistical analysis of data gathered from the treatment and control populations. The implementation of daily content journal writing was the only difference in instruction of the two groups.

Qualitative data in the form of pre and post study surveys were gathered. The key reason for the pre and post study surveys was to measure students’ attitudes toward the strategy of writing in content areas to improve content knowledge. A reflective journal was used to record notes about the implementation of the writing activities as well as students’ attitudes towards the treatment.

Human as Researcher

As a 24-year veteran in education, with the last six teaching in special education, I eagerly embarked upon this study. I currently teach 8th grade special education with a concentration in language arts at a Title I middle school in the county where this study takes place. I have taught students from 3rd grade to 12th grade in schools that were in both the private and public sectors. I have been fortunate in that I taught my own three children during their middle school years. Two of them are now successful college graduates and one is a flourishing college student. I feel that teachers should have a passion for their students, treating each one as a valuable asset in our community. Effective teachers must present ideas enthusiastically using various strategies. This is especially important when teaching special education students. I am of the opinion that writing in content areas will increase performance of students’ scores on the county adopted 8th grade social studies benchmark.

CHAPTER TWO: REVIEW OF THE LITERATURE

Increasing student achievement was the focus of a number of schools’ improvement plans. As stated by The National Commission on Writing (2003, p.3), “Writing is how students connect the dots in their knowledge. Although many models of effective ways to teach writing exist, both the teaching and practice of writing are increasingly shortchanged throughout the school and college years. Of the three ‘Rs,’ writing is clearly the most neglected.” With greater demands being placed on math and reading in today’s classroom, teachers do not have the essential time to ensure content mastery and teach writing. The National Commission on Writing (2003) further explained that writing, a time-consuming process for both teacher and student, is hard-pressed in our classrooms today. The focus of this study was to increase students’ achievement in the content area of social studies by integrating writing activities of content.

Writing Across the Curriculum and in Content Areas

Writing is a process that helps learners think about ideas and information they encounter through reading, listening, and discovering the world around them. The National Commission on Writing (2003) proposed a policy where schools should double the amount of time students spend writing, and they insisted that writing be taught in all subjects and at all grade levels thus making it a centerpiece in the curriculum. As teachers of content material, we look for ways to enhance students’ learning of concepts.

As stated by Peterson (2007) in the Middle School Journal, students’ success in learning science concepts through writing strengthened her belief in writing as a powerful tool for learning content.Peterson(2007) reported that writing not only facilitates the learning of content-area concepts but also engages students in higher thinking and reasoning process.

Writing across the curriculum is a likely fit for content area classrooms to help students develop their writing skills while becoming content learners. Misulis (2009) stated that writing activities can be integrated directly within the instruction of subject areas and can positively impact learning. Misulis (2009) continued to affirm that instructional planning provides the foundation for application of instructional options. According to the National Institute for Literacy (2006), writing is a tool for communication and learning that can increase one’s capacity to learn while providing a means for self-expression. Writing helps students make connections to topics across various content areas and enables them to feel confident about those topics.Content area subjects supply information, both historical and relevant to today’s experiences. This information serves as a springboard for students to connect their lives to what they are learning. Writing activities may include relatively short forms such as journals, diaries, and blogs; or may be longer forms such as essays or reports. Peterson (2007) stated that content area subjects provide authentic contexts for student writing. For example:

In science classes students may create an advertisement for a model solar heating device they have designed and constructed. In social studies classes, their writing may take the form of a diary or Weblog of someone who lived during a period of time addressed in the curriculum. Even in subject areas that are not typically associated with writing, topics and contexts can be found. In mathematics classes, for example, students may write question-answer poems about probability problems and their solutions. In music classes, students may write a biography of a musical instrument, describing its history, construction, and use. (p.28)