Degree Type

Dissertation

Date of Award

1984

Degree Name

Doctor of Philosophy

Department

Education

Abstract

This study focused on the writing ability of beginning teacher education students at Iowa State University. Writing samples of 332 students enrolled in their first education course (Education 204 - Foundations of American Education) were collected during the Fall 1981, Spring 1982, Fall 1982, and Fall 1983 semesters. The writing samples were evaluated by the course instructors and by evaluators in analyzing English compositions. Data regarding student demographic and academic characteristics were also collected. The purposes of the study were to determine the degree to which the students' writing ability evaluations correlated with selected student demographic and academic characteristics; to determine if the Education 204 instructors and the English evaluators differed significantly in their evaluation of the Education 204 student compositions; and to determine if student writing ability could be predicted from selected variables;Significant Pearson correlation and t - test values affirmed the hypotheses that significant relationships existed between selected student demographic and academic variables, and that the Education 204 instructor writing evaluations differed from those of the English evaluators. Multiple regression procedures were also used to develop three models designed to predict student writing ability from selected combinations of student demographic and academic variables.

DOI

https://doi.org/10.31274/rtd-180813-11928

Publisher

Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/

Copyright Owner

Douglas Allan LaPlante

Language

en

Proquest ID

AAI8505842

File Format

application/pdf

File Size

104 pages

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