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"Learning Is How We Should Do Better": First-Year Writing Shared Curricula, Teacher Learning, and Agency
"Learning Is How We Should Do Better": First-Year Writing Shared Curricula, Teacher Learning, and Agency
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151154
- ISBN
- 9798382322537
- DDC
- 808
- 서명/저자
- Learning Is How We Should Do Better: First-Year Writing Shared Curricula, Teacher Learning, and Agency
- 발행사항
- [Sl] : Michigan State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 142 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
- 주기사항
- Advisor: Lindquist, Julie.
- 학위논문주기
- Thesis (Ph.D.)--Michigan State University, 2024.
- 초록/해제
- 요약This dissertation aims to center the experiences of first-year writing educators in one program with a shared curriculum. Guided by social theories of learning and scholarship and practices in writing studies and writing program administration, I conducted qualitative surveys and interviews with teaching-focused faculty and graduate teaching assistants to ask how they connected their agency, learning, and goals with a shared curriculum. This led to conversations about how a shared curriculum both supplies and limits possibilities for learning and agency in a writing program, specifically involving program materials, professional development, and program revision. Resulting from what I learned with and from the educators participating in my research, I suggest that writing program administrators consider how to consistently learn from the expertise that teachers have and create more opportunities where teachers can influence the program's design.
- 일반주제명
- Rhetoric
- 일반주제명
- Curriculum development
- 일반주제명
- Education
- 일반주제명
- Teacher education
- 키워드
- Curriculum
- 키워드
- Teacher agency
- 키워드
- Teacher learning
- 기타저자
- Michigan State University Rhetoric and Writing - Doctor of Philosophy
- 기본자료저록
- Dissertations Abstracts International. 85-11A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798382322537
■035 ▼a(MiAaPQ)AAI31236150
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a808
■1001 ▼aKirkpatrick, Keaton.
■24510▼a"Learning Is How We Should Do Better": First-Year Writing Shared Curricula, Teacher Learning, and Agency
■260 ▼a[Sl]▼bMichigan State University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a142 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-11, Section: A.
■500 ▼aAdvisor: Lindquist, Julie.
■5021 ▼aThesis (Ph.D.)--Michigan State University, 2024.
■520 ▼aThis dissertation aims to center the experiences of first-year writing educators in one program with a shared curriculum. Guided by social theories of learning and scholarship and practices in writing studies and writing program administration, I conducted qualitative surveys and interviews with teaching-focused faculty and graduate teaching assistants to ask how they connected their agency, learning, and goals with a shared curriculum. This led to conversations about how a shared curriculum both supplies and limits possibilities for learning and agency in a writing program, specifically involving program materials, professional development, and program revision. Resulting from what I learned with and from the educators participating in my research, I suggest that writing program administrators consider how to consistently learn from the expertise that teachers have and create more opportunities where teachers can influence the program's design.
■590 ▼aSchool code: 0128.
■650 4▼aRhetoric
■650 4▼aCurriculum development
■650 4▼aEducation
■650 4▼aTeacher education
■653 ▼aCurriculum
■653 ▼aTeacher agency
■653 ▼aTeacher learning
■653 ▼aWriting program administration
■653 ▼aWriting educators
■690 ▼a0681
■690 ▼a0530
■690 ▼a0515
■690 ▼a0727
■71020▼aMichigan State University▼bRhetoric and Writing - Doctor of Philosophy.
■7730 ▼tDissertations Abstracts International▼g85-11A.
■790 ▼a0128
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17161045▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
