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Dissertation Information for Mary Louise Gomez

NAME:
- Mary Louise Gomez

DEGREE:
- Ph.D.

DISCIPLINE:
- Education

SCHOOL:
- University of Wisconsin, Madison (USA) (1985)

ADVISORS:
- None

COMMITTEE MEMBERS:
- None

MPACT Status: Incomplete - Not_Inspected

Title: THE WISCONSIN WRITING PROJECT: AN EXEMPLAR OF CURRENT EFFORTS AT PLANNED SCHOOL CHANGE THROUGH STAFF DEVELOPMENT

Abstract: "This study focuses upon the Wisconsin Writing Project as an exemplar of current efforts at planned school change through staff development. The Wisconsin Writing Project is a local site of the National Writing Project, a staff development model for the dissemination of the paradigm of process-oriented composition instruction. The problem investigated is one of the conception and implementation of an effort at planned school change. The study explores the historical and philosophical roots of the paradigm of process-oriented composition instruction; defines and interprets the explicit and tacit assumptions, beliefs, practices, and goals of the National Writing Project; and traces the translation of the paradigm from the NWP summer institute curriculum model to implementation of the paradigm of process-oriented teaching of writing by four teachers at one rural secondary school. The study further suggests modifications to the National Writing Project summer institute model.

The researcher was a participant observer at the 1983 summer institute of the Wisconsin Writing Project, held from June 13 - July 8 on the University of Wisconsin-Madison campus. Following the summer institute, four of the teacher-participants from one rural secondary school near Madison were selected for a semester long study of their implementation of the National Writing Project model of teaching composition.

Suggested modifications to the National Writing Project model posited by the analysis of data include attention to dimensions of change in materials, structure, role/behavior, knowledge and understanding, and value internalization. A set of nine modifications to the National Writing Project summer institute model curriculum are developed, including the suggestion that the NWP shift its focus from a primary effort at induction of teachers into theory and use of the writing process paradigm to one merging this concern with preparation of teachers for their changed role in classroom, school, and district. Further suggestions call for a heightened focus upon local school district needs and on the importance of the district and building administrator in project support and implementation. Greater attention to staff development theory and practice in the summer institute curriculum also appears warranted."

MPACT Scores for Mary Louise Gomez

A = 0
C = 1
A+C = 1
T = 0
G = 0
W = 0
TD = 0
TA = 0
calculated 2008-01-31 06:27:44

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