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Título: The contribution of learning styles to the functioning of writing groups at the high school level
Autores: Walker, Linda Thias
Fecha: 2011-06-03
2011-06-03
1996
2011-06-03
Publicador:
Fuente: Ver documento
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Tipo:
Tema: English language -- Rhetoric -- Study and teaching.
Group work in education.
Cognitive styles.
Learning, Psychology of.
Descripción: Using a multimodal approach, this study examines the ways learning styles contribute to the dynamics of writing groups and the effects of those groups on the development of writing maturity in two classes of sophomores at a mid-sized midwestern rural high school. Students' learning styles were assessed through testing with the Myers-Briggs Type Inventory. Then using the middle two dimensions, the perception and judgment dimensions, one section of students was assigned to writing groups of widely diverse learning styles, and a second section was assigned to groups with similar learning styles. Group effectiveness and writing maturity were then evaluated by measuring changes in students' scores from a pre-semester administration of the Daly-Miller Writing Apprehension Test to a post-semester administration, changes in students' essay grades and course grades, changes in students' evaluations of their groups' effectiveness from the beginning of the semester to the end, students' behavior as recorded in the teacher-researcher's daily journal, students' evaluations of writing groups as articulated in post-semester interviews, and the maturity level of students' writings.Results indicate that students worked most effectively in writing groups that consisted of dominant N's or dominant S's or included an I with an N auxiliary in a dominant-N group or S auxiliary in a dominant-S group. Almost as effective were pairs with the two middle dimensions in common. More mature students could work effectively with students who shared only one middle dimension. Social problems or gender issues could disrupt the dynamics expected between types. Each type needed different responses from a writing group. These needs did not necessarily reflect the teacher's expectations for writing group work.
Ball State University. Dept. of English -- Theses (Ph. D.) -- 1996.
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