| Popis: |
I conducted this study because of increasingly high undesired classroom behaviors paired with insufficient creative written expression amongst students in Ohio Christian School. I was intrigued by the idea that the two could be connected somehow, so I found a writing intervention, “Write-Talks,” that I decided to implement in my classroom to see its potential impact on both student writing and behavior. I used quasi-experimental quantitative research method to complete this action research study. I started my research with a pre-intervention survey in which students evaluated their own creative written expression and self-management behavior tendencies upon the return of parental consent forms. I also collected writing samples from each of the students from before the intervention. Then, I observed the behavior of students who I categorized as reluctant writers. The study concluded with students responding to a post-intervention survey, similar to the first, and with the collection of another writing sample. After analyzing data, I found that the intervention’s impact on student creative written expression was generally positive, meaning that students’ writing sample scores increased. However, data did not necessarily support that student self-management behavior had been impacted in any significant way. There was one student, though, whose personal data did suggest that the positive impact with this particular student could have been because of the “Write-Talks” intervention. Due to this clear positive impact the intervention had on student writing, my school, district, and others could take these findings into consideration for the future benefit of creative written expression. I am hopeful that continued research could provide insight to a connection between creative written expression and self-management behavior in students. |
