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dc.contributor.authorByrne, Dolores Brown
dc.date.accessioned2014-03-04T01:08:19Z
dc.date.available2014-03-04T01:08:19Z
dc.date.issued2006-08
dc.identifier.otherbyrne_dolores_b_200608_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/byrne_dolores_b_200608_edd
dc.identifier.urihttp://hdl.handle.net/10724/23325
dc.description.abstractThis study explored the teaching of secondary writing achievement across the physical science curriculum using Combs’ Writing to Win Program. Two high school physical science classes were taught writing strategies, and two classes were not. Pretests and post tests were administered to all four classes in the study to determine the effectiveness of the Writing to Win Program on physical science achievement. Data from both tests were analyzed and compared to determine the effects of the Writing to Win strategies on physical science achievement. The students who were exposed to writing strategies achieved higher scores on a teacher-made test of physical science than those who were not taught writing strategies. No statistical differences were found between males and females or black and white students.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectSecondary writing
dc.subjectWriting to Win
dc.subjectTeaching writing
dc.subjectPhysical science
dc.subjectAcross the curriculum
dc.titleThe effects of the Writing to Win Program on high school science achievement
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentHigher Education
dc.description.majorEducational Leadership
dc.description.advisorC. Thomas Holmes
dc.description.committeeC. Thomas Holmes
dc.description.committeeC. Kenneth Tanner
dc.description.committeeSally J. Zepeda


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