Drawing [electronic resource] : Writing: A Brain Research-Based Writing Program Designed to Develop Descriptive, Analytical and Inferential Thinking Skills at the Elementary School Level / Susan Rich Sheridan.
The research and the study focus on the problem of dissociated learning. Why do students fail to connect with knowledge? The purposes of the study are: to summarize research pertaining to brain growth; to describe educational approaches and tactics consistent with this research; to test a brain rese...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1990.
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| Subjects: |
MARC
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| 100 | 1 | |a Sheridan, Susan Rich. | |
| 245 | 1 | 0 | |a Drawing |h [electronic resource] : |b Writing: A Brain Research-Based Writing Program Designed to Develop Descriptive, Analytical and Inferential Thinking Skills at the Elementary School Level / |c Susan Rich Sheridan. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1990. | ||
| 300 | |a 233 p. | ||
| 500 | |a Abstractor: As Provided. |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Education. | ||
| 500 | |a Educational level discussed: Grade 3. | ||
| 500 | |a Educational level discussed: Grade 4. | ||
| 500 | |a Educational level discussed: Grade 5. | ||
| 500 | |a Educational level discussed: Grade 6. | ||
| 500 | |a Educational level discussed: Kindergarten. | ||
| 516 | |a Text (Dissertations/Theses, Doctoral Dissertations) | ||
| 520 | |a The research and the study focus on the problem of dissociated learning. Why do students fail to connect with knowledge? The purposes of the study are: to summarize research pertaining to brain growth; to describe educational approaches and tactics consistent with this research; to test a brain research-based program designed to connect children to knowledge. The study rests on two research-based assumptions: strategies that connect dysfunctional or developmentally delayed students with thinking and learning will connect children in general with thinking and learning; educational activities integrating spatial information processing with linguistic processing will develop thinking skills more effectively than programs that do not. The apparent reason for the success of a spatial/linguistic program is that cross-modal activities mirror, or model, the integrated processes of the brain, impacting attention, emotion and logical operations. Increasing numbers of students fail to connect with writing. Many of these students can draw. Can drawing be used to connect these students to writing as thinking? The hypothesis is that a cross-modal activity combining drawing (a spatial activity) with writing (a linguistic activity) will develop descriptive, analytical and inferential thinking skills more effectively than a writing program that does not. The study targets children who receive special services, including those with language- and attention-related problems. To test the hypothesis, a quasi-experimental/control study was designed, involving 200 students in grades K, 3, 4, 5 and 6 in intact classrooms in two elementary schools. Approximately 2,000 pieces of data revealed a significant effect for the treatment, Drawing/Writing, on writing and thinking skills in the experimental group, including students who receive special services. The conclusions of the research are that brain research has relevance for education and that cross-modal activities provide antidotes to dissociated learning. The conclusion of the study is that, as a writing program, Drawing/Writing has broad usefulness and appeal. Escher Prints and Letters of Release are appended. A bibliography is also included. (Contains 12 tables and 11 illustrations.) | ||
| 524 | |a Online Submission, Ed.D. Dissertation, University of Massachusetts. |2 ericd. | ||
| 650 | 0 | 7 | |a Quasiexperimental Design. |2 ericd. |
| 650 | 0 | 7 | |a Neurological Organization. |2 ericd. |
| 650 | 0 | 7 | |a Brain. |2 ericd. |
| 650 | 0 | 7 | |a Learning Theories. |2 ericd. |
| 650 | 0 | 7 | |a Freehand Drawing. |2 ericd. |
| 650 | 0 | 7 | |a Beginning Writing. |2 ericd. |
| 650 | 0 | 7 | |a Childrens Writing. |2 ericd. |
| 650 | 0 | 7 | |a Child Development. |2 ericd. |
| 650 | 0 | 7 | |a Developmental Delays. |2 ericd. |
| 650 | 0 | 7 | |a Spatial Ability. |2 ericd. |
| 650 | 0 | 7 | |a Information Processing. |2 ericd. |
| 650 | 0 | 7 | |a Thinking Skills. |2 ericd. |
| 650 | 0 | 7 | |a Problem Solving. |2 ericd. |
| 650 | 0 | 7 | |a Linguistics. |2 ericd. |
| 650 | 0 | 7 | |a Experimental Groups. |2 ericd. |
| 650 | 0 | 7 | |a Instructional Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Intermode Differences. |2 ericd. |
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