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The Ready Listener: Adapting College and Career Readiness Through a Rhetorical Listening Framework
The Ready Listener: Adapting College and Career Readiness Through a Rhetorical Listening Framework
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211153037
- ISBN
- 9798346807575
- DDC
- 808
- 저자명
- Dallenbach, Amy.
- 서명/저자
- The Ready Listener: Adapting College and Career Readiness Through a Rhetorical Listening Framework
- 발행사항
- [Sl] : Arizona State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 410 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-06, Section: A.
- 주기사항
- Advisor: Jensen, Kyle.
- 학위논문주기
- Thesis (Ph.D.)--Arizona State University, 2024.
- 초록/해제
- 요약This dissertation assesses the impact of public education initiative College and Career Readiness (CCR) on student engagement in the First Year Writing (FYW) classroom. Specifically, I focus on how readiness as a concept organizes the way that students and teachers negotiate their relationships to people, ideas, or situations that are different or unfamiliar to them. An emphasis on college AND career helps identify the skills, dispositions, and personal qualities that help all students secure economic attainment. But alongside these valuable benefits, framing readiness in such terms can inadvertently prompt students and teachers to engage differences through transactional frameworks of risk management. Building on the best impulses of existing CCR frameworks, I engage methods of rhetorical listening (Ratcliffe; Ratcliffe and Jensen) to offer an adaptive approach to readiness that helps students listen to differences more generously, deliberatively, and adaptively. To these ends, this dissertation includes an original FYW curriculum as one way that teachers may adapt rhetorical listening with students in everyday classroom practice. I also present the findings of a qualitative research study that examines how students engaged this original curriculum in real time. Their engagement suggests further research directions for utilizing resistance to cultivate resilience as individuals encounter differences across daily life contexts.
- 일반주제명
- Rhetoric
- 일반주제명
- Curriculum development
- 키워드
- Career readiness
- 기타저자
- Arizona State University English
- 기본자료저록
- Dissertations Abstracts International. 86-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■006m o d
■007cr#unu||||||||
■020 ▼a9798346807575
■035 ▼a(MiAaPQ)AAI31638237
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a808
■1001 ▼aDallenbach, Amy.
■24510▼aThe Ready Listener: Adapting College and Career Readiness Through a Rhetorical Listening Framework
■260 ▼a[Sl]▼bArizona State University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a410 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-06, Section: A.
■500 ▼aAdvisor: Jensen, Kyle.
■5021 ▼aThesis (Ph.D.)--Arizona State University, 2024.
■520 ▼aThis dissertation assesses the impact of public education initiative College and Career Readiness (CCR) on student engagement in the First Year Writing (FYW) classroom. Specifically, I focus on how readiness as a concept organizes the way that students and teachers negotiate their relationships to people, ideas, or situations that are different or unfamiliar to them. An emphasis on college AND career helps identify the skills, dispositions, and personal qualities that help all students secure economic attainment. But alongside these valuable benefits, framing readiness in such terms can inadvertently prompt students and teachers to engage differences through transactional frameworks of risk management. Building on the best impulses of existing CCR frameworks, I engage methods of rhetorical listening (Ratcliffe; Ratcliffe and Jensen) to offer an adaptive approach to readiness that helps students listen to differences more generously, deliberatively, and adaptively. To these ends, this dissertation includes an original FYW curriculum as one way that teachers may adapt rhetorical listening with students in everyday classroom practice. I also present the findings of a qualitative research study that examines how students engaged this original curriculum in real time. Their engagement suggests further research directions for utilizing resistance to cultivate resilience as individuals encounter differences across daily life contexts.
■590 ▼aSchool code: 0010.
■650 4▼aRhetoric
■650 4▼aCurriculum development
■653 ▼aCareer readiness
■653 ▼aFirst Year Composition
■653 ▼aFirst Year Writing
■653 ▼aRhetorical listening
■690 ▼a0681
■690 ▼a0635
■690 ▼a0727
■71020▼aArizona State University▼bEnglish.
■7730 ▼tDissertations Abstracts International▼g86-06A.
■790 ▼a0010
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164733▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
