Date of Conferral

1-1-2009

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Casey Reason

Abstract

Georgia Writing Assessment scores revealed that there were third grade students at an elementary school in rural Southeast Georgia struggling to meet the state standards. This pre-experimental, action research study examined the impact of collaborative analysis of student work on student achievement among third graders in the area of writing through a one-group pretest-posttest design. The pretest phase of this quantitative study was comprised of the collection of scored student writing samples followed by professional development training for teacher participants on collaborative analysis of student work. The posttest phase of the study included the collection of scored student writing samples. These student writing samples were scored by each teacher using a rubric developed by the state of Georgia as part of the Georgia Writing Assessment. Six third grade teachers and 50 third grade students participated in the study. A repeated measures t test was conducted to determine the impact of collaborative analysis of student work on student achievement. This comparative analysis between pretest and posttest scores indicated that the collaborative efforts of the teachers in this action research initiative positively impacted student achievement. Recommendations for further study include duplication of the study at another time during the school year, repetition of the study using a larger sample, and the collection of qualitative data from teachers and students through surveys, questionnaires, or focus group interviews. The social change implication of this study is that it informs the body of knowledge related to the impact of collaborative analysis of student work on student achievement in the area of writing at the elementary school level This may be beneficial to administrators and teachers in the planning of professional development activities and the teaching and learning of writing.