Date of Award
Doctor of Education in Leadership Studies
Watts, Jeri H.
The purpose of this study was to evaluate a writing strategies curriculum designed for use with high school students with disabilities. Specifically, this curriculum incorporates both the cognitive/motivational theory of writing and the social/contextual theory of writing, and was presented in a two-year program. Expected outcomes were improved written expression skills and improved student perceptions of their writing abilities and of themselves as writers. Results of this evaluation indicated that participation in a program using a writing strategies curriculum improved the written expression skills of the students in this study while self-efficacy beliefs remained stable.
DeJarnette, Lisa J., "Program Evaluation of a Writing Strategies Curriculum for High School Students with Disabilities" (2014). Graduate Dissertations and Theses. 10.