Date of Award

1993

Degree Type

Thesis

Degree Name

M.Ed.

Department

Education

First Advisor

Laing, Donald,

Keywords

Education, Elementary.

Rights

CC BY-NC-ND 4.0

Abstract

Seventy-two children from 12 Junior-grade classrooms across a border city in Ontario were observed as they planned and executed drawings thematically generated by the subjects. Six of the classrooms were classified by teacher report as having greater emphasis on a process-conference writing instruction while survey results indicated that the other six had a more traditional approach to writing. The drawing process, the plans, and the final products were carefully documented so that the planning strategies used by these students could be compared to past research on planning during the writing process. An analysis of the data collected revealed that most of the drawing plans are at what has been called the content generation stage with indications of conceptual planning beginning in the higher grades. Contrary to expectation, the students in the more traditional writing classes spent more time talking about and planning their drawings. Comparisons by gender indicated that girls at this age in this study take a more careful or cautious approach to drawing plans. A Taxonomy of Planning Categories for Children's Drawings (Grades 4-6) was developed using the data gathered. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1993 .L36. Source: Masters Abstracts International, Volume: 32-06, page: 1502. Director: Donald Laing. Thesis (M.Ed.)--University of Windsor (Canada), 1993.

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