The effect of poetry as a write to learn activity on content acquisition, content area writing proficiency, and classroom engagement in an inclusive middle school social studies setting : a mixed methods study

Author

Tammy Geneive Ellis-Robinson, University at Albany, State University of New YorkFollow

Date of Award

1-1-2015

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational and Counseling Psychology

Program

Educational Psychology and Methodology

Content Description

1 online resource (xii, 206 pages) : illustrations (some color)

Dissertation/Thesis Chair

Bruce Saddler

Committee Members

Kristie Asaro-Saddler, Donna Scanlon

Keywords

inclusion, middle school, mixed methods, poetry, social studies, write to learn, Poetry, Social sciences, Children with disabilities, Learning disabled youth, Interdisciplinary approach in education

Subject Categories

Education | Special Education and Teaching

Abstract

Abstract

Recommended Citation

Ellis-Robinson, Tammy Geneive, "The effect of poetry as a write to learn activity on content acquisition, content area writing proficiency, and classroom engagement in an inclusive middle school social studies setting : a mixed methods study" (2015). Legacy Theses & Dissertations (2009 - 2024). 1377.
https://scholarsarchive.library.albany.edu/legacy-etd/1377