Use of Teacher-Supported Goal Setting to Improve Writing Quality, Quantity and Self-Efficacy in Middle School Writers
The purpose of this study was to explore the impact of a writing workshop with a goal setting intervention on writing quality, quantity and self-efficacy. Students in Treatment 1 used the writing workshop process and received a teacher-supported goal setting intervention in the self-edit step of the...
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| Language: | en_US |
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University of Oregon
2013
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| Online Access: | http://hdl.handle.net/1794/13296 |