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    How do general education teachers (K-5th grade) in the Mat-Su Borough School District teach handwriting skills for automaticity

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    Author
    Williams, Rebecca W.
    Chair
    Green, Carie
    Committee
    Holland, Sean
    Cook, Lorri
    Keyword
    penmanship
    Alaska
    elementary education
    Matanuska-Susitna Borough
    Metadata
    Show full item record
    URI
    http://hdl.handle.net/11122/11299
    Abstract
    In 2012 the State of Alaska adopted English Language Arts Standards with no handwriting standards beyond the first grade. This change does not display an understanding of how students develop handwriting skills, nor the importance of a student's ability to write with automaticity. The stage many students make the greatest gains in handwriting fluency is at the intermediate level (grades 3-5). This study surveyed kindergarten through fifth grade general education teachers in the Matanuska-Susitna Borough School District to learn if handwriting skills are being taught and what instructional methods are being used to develop automaticity. This study found that teachers in the Mat-Su Borough School District think handwriting instruction is important but, there are no common standards, curriculum, or materials. In addition, only 24% of the teachers are using the best instructional methods to develop handwriting automaticity. In the Mat-Su Borough School District the importance of handwriting instruction seems to be overlooked. The district needs to provide additional professional development on handwriting instruction, develop vertically aligned standards for handwriting, and provide resources for schools to purchase research-based materials.
    Description
    Thesis (M.Ed.) University of Alaska Fairbanks, 2020
    Table of Contents
    Chapter 1: Introduction. Chapter 2: Literature Review and Research Questions -- 2.1: Research on handwriting and the competition for short-term memory capacity -- 2.2: Research on instructional practices in the classroom -- 2.3: Research on the need to teach handwriting in the era of technology -- 2.4: Purpose of the study and research questions. Chapter 3: Methodology -- 3.1: Research paradigm -- 3.2: Survey design -- 3.3: Participants -- 3.4: Data collection and analysis -- 3.5: Ethical considerations and study limitations -- 3.6: Summary of methodology. Chapter 4: Results -- 4.1: Instructional methods of handwriting -- 4.2: Programs and teaching materials -- 4.3: Participant opinions on handwriting instruction -- 4.4: Final thoughts: an open-ended survey question -- 4.5: Summary of findings. Chapter 5: Discussion, Recommendations, and Reflection -- 5.1: Are teachers instructing handwriting skills at the primary and intermediate levels? -- 5.2: What instructional methods are being used to develop automaticity? -- 5.3: Recommendations -- 5.4: Reflection -- References -- Appendices.
    Date
    2020-05
    Type
    Thesis
    Collections
    Education

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