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Valuing the Everyday: A Verbal Study in GTA Response to Pre-designed Curriculum
Valuing the Everyday: A Verbal Study in GTA Response to Pre-designed Curriculum
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151320
- ISBN
- 9798382755861
- DDC
- 375
- 저자명
- O'Connor, Grace.
- 서명/저자
- Valuing the Everyday: A Verbal Study in GTA Response to Pre-designed Curriculum
- 발행사항
- [Sl] : The University of Arizona, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 153 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
- 주기사항
- Advisor: Rodrigo, Rochelle Shelley.
- 학위논문주기
- Thesis (Ph.D.)--The University of Arizona, 2024.
- 초록/해제
- 요약"Valuing the Everyday: A Verbal Study in GTA Response to Pre-Designed Curriculum" culminates in a verbal understanding of how four graduate teaching associates at the University of Arizona used and responded to pre-designed courses (PDC) and may suggest ways to structure training or learning management systems (LMS) themselves to better accommodate and scaffold new instructors' pedagogy. "Verbal" refers to the grammatical unit of speech "verb." An analysis of verbs emphasizes the experiences of GTAs interacting with pre-designed curriculum, a site of possible professional development support. After conducting four interviews with GTAs, the interview transcripts went through a multi-step in-vivo coding process which uncovered eight insightful verb categories to make sense of actions-as-response to pre-designed courses: philosophy, experience [passive], schematic, moment, outcome, absence, inefficacy, and efficacy. One sharable finding includes a need to compile modified, used, and created lessons from GTAs. There are already communities of practice who have open discussions and modifications to the PDCs, and those researchers could consider a purposeful compilation of GTA-generated lessons in conjunction with interview analysis. This compilation, from my study's perspective, would yield a better understanding of GTAs' efficacy regarding pre-designed curriculum; indeed, it would concretize the implementation of the different verbal categories as a method to analyze active, passive, and neutral PDC engagements.
- 일반주제명
- Curriculum development
- 일반주제명
- Higher education
- 일반주제명
- Rhetoric
- 키워드
- Interviews
- 기타저자
- The University of Arizona Rhetoric Composition & the Teaching of English
- 기본자료저록
- Dissertations Abstracts International. 85-11A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798382755861
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a375
■1001 ▼aO'Connor, Grace.▼0(orcid)0009-0006-2080-653X
■24510▼aValuing the Everyday: A Verbal Study in GTA Response to Pre-designed Curriculum
■260 ▼a[Sl]▼bThe University of Arizona▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a153 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-11, Section: A.
■500 ▼aAdvisor: Rodrigo, Rochelle Shelley.
■5021 ▼aThesis (Ph.D.)--The University of Arizona, 2024.
■520 ▼a"Valuing the Everyday: A Verbal Study in GTA Response to Pre-Designed Curriculum" culminates in a verbal understanding of how four graduate teaching associates at the University of Arizona used and responded to pre-designed courses (PDC) and may suggest ways to structure training or learning management systems (LMS) themselves to better accommodate and scaffold new instructors' pedagogy. "Verbal" refers to the grammatical unit of speech "verb." An analysis of verbs emphasizes the experiences of GTAs interacting with pre-designed curriculum, a site of possible professional development support. After conducting four interviews with GTAs, the interview transcripts went through a multi-step in-vivo coding process which uncovered eight insightful verb categories to make sense of actions-as-response to pre-designed courses: philosophy, experience [passive], schematic, moment, outcome, absence, inefficacy, and efficacy. One sharable finding includes a need to compile modified, used, and created lessons from GTAs. There are already communities of practice who have open discussions and modifications to the PDCs, and those researchers could consider a purposeful compilation of GTA-generated lessons in conjunction with interview analysis. This compilation, from my study's perspective, would yield a better understanding of GTAs' efficacy regarding pre-designed curriculum; indeed, it would concretize the implementation of the different verbal categories as a method to analyze active, passive, and neutral PDC engagements.
■590 ▼aSchool code: 0009.
■650 4▼aCurriculum development
■650 4▼aHigher education
■650 4▼aRhetoric
■650 4▼aBritish & Irish literature
■653 ▼aDesire2Learn: Brightspace
■653 ▼aGraduate teaching associates
■653 ▼aInterviews
■653 ▼aPre-designed courses
■653 ▼aPre-designed curriculum
■690 ▼a0681
■690 ▼a0727
■690 ▼a0745
■690 ▼a0593
■71020▼aThe University of Arizona▼bRhetoric, Composition & the Teaching of English.
■7730 ▼tDissertations Abstracts International▼g85-11A.
■790 ▼a0009
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17161177▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
