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dc.contributor.advisorRobb, Susan
dc.contributor.authorStewart, Michelle A.
dc.date.accessioned2021-09-07T21:53:37Z
dc.date.available2021-09-07T21:53:37Z
dc.date.issued2014-01-15
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5545
dc.description.abstractThis qualitative study, conducted in a kindergarten classroom at an urban charter school, investigated what happened when a teacher implemented a scripted writing curriculum. The study sought to examine how the teacher met individual student needs within the parameters of a scripted curriculum. It also sought to examine what happens when such a scripted curriculum is used. The teacher collected data in the form of lesson plans and a research journal. Lesson plans were delivered as scripted, but at times were adapted by the teacher. Each day after lesson delivery, the teacher wrote in a research journal, reflecting on the lesson using key guiding questions. Data wereanalyzed using continual interim analysis through coding, and multiple themes emerged from the data. The implications from this study are that in order to maximize student learning within a scripted curriculum, teachers must be well-versed in current research on emergent writing, and be prepared to adapt the scripted curriculum accordingly.
dc.subjectEducation
dc.subjectKindergarten
dc.subjectLiteracy
dc.subjectScripted Curriculum
dc.subjectWriting
dc.subjectEmergent
dc.titleMeeting All Students’ Needs Within A Scripted Writing Curriculum: A Self-Study
dc.typethesis
refterms.dateFOA2021-09-07T21:53:37Z
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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