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dc.contributor.authorEscobar, Elizabeth A.
dc.date.accessioned2021-09-07T21:53:35Z
dc.date.available2021-09-07T21:53:35Z
dc.date.issued6/1/2010
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5532
dc.description.abstractThe objective of this project was to examine how the explicit teaching of writing strategies and skills along with Self Regulation Strategy Development impacted my students' writing. The research was conducted at an urban public school in Western New York. The entire study took place in my own classroom. The participants in the study were six sixth grade students . This project was intended for me to reflect and adjust the way I teach writing in order to better support my students' learning process and involvement. Furthermore, through reflections on how I taught my mini-lessons and how my students applied the taught skills, I wanted to see what I could change about my teaching practices in order for my students to have a better understanding of writing.
dc.titleThe Best Practices for Teaching Writing
dc.typethesis
refterms.dateFOA2021-09-07T21:53:35Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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