Abstract
This qualitative action research examines the effects, if any at all, the implementation of an interdisciplinary literacy unit in a fourth-grade classroom had on students' perceived writing self-efficacy. This study aims to inform the teacher-researcher to make actionable changes to current teaching. Additionally, this study continues the research and discussion surrounding how educators and stakeholders approach instruction. This research required participants to complete a pre-writing self-efficacy survey, participate in an interdisciplinary literacy unit and then complete a post writing self-efficacy survey. The interdisciplinary literacy unit took place during the distance learning environment that was a result of the global pandemic, COVID-19. During the interdisciplinary unit, participants used the disciplines of language arts, science, and math to learn about the concept of interdependence as it relates to the Eastern Oysters in Mosquito Lagoon, Florida. This research sought out to explore the Research Question (RQ): Does implementation of an interdisciplinary literacy approach affect students' writing self-efficacy? Findings of this study suggest that the implementation of an interdisciplinary literacy unit in a fourth-grade classroom maintains or increases self-efficacy for most of the research participants. Implications of this study affords educators training in interdisciplinary literacy practices, adequate planning time so that educators can collaborate with colleagues to plan for interdisciplinary literacy lessons and administering writing self-efficacy surveys multiple times a school year to gauge students' perceived writing self-efficacy. Beyond the classroom, this study offers opportunities of collaboration with families to inform them of their child's progress and self-efficacy levels to better support their child's continued learning.
Notes
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Graduation Date
2020
Semester
Summer
Advisor
Olan, Elsie
Degree
Master of Education (M.Ed.)
College
College of Community Innovation and Education
Department
School of Teacher Education
Degree Program
Elementary Education
Format
application/pdf
Identifier
CFE0008261; DP0023615
URL
https://purls.library.ucf.edu/go/DP0023615
Language
English
Release Date
8-15-2023
Length of Campus-only Access
3 years
Access Status
Masters Thesis (Open Access)
STARS Citation
Wharin, Chelsea, "The Implementation of an Interdisciplinary Literacy Approach to Examine Effects on Writing Self-Efficacy in a Fourth Grade Classroom" (2020). Electronic Theses and Dissertations, 2020-2023. 312.
https://stars.library.ucf.edu/etd2020/312