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From Project to Teacher to Student : = A Qualitative Case Study Exploring the Complexities of Student Writing at a Projectbased Learning High School.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	From Project to Teacher to Student :/
Reminder of title:	A Qualitative Case Study Exploring the Complexities of Student Writing at a Projectbased Learning High School.
Author:	Collins, Jamie.
Description:	1 online resource (258 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Secondary education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355149920

From Project to Teacher to Student : = A Qualitative Case Study Exploring the Complexities of Student Writing at a Projectbased Learning High School.
Collins, Jamie.

From Project to Teacher to Student :A Qualitative Case Study Exploring the Complexities of Student Writing at a Projectbased Learning High School. - 1 online resource (258 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)--The University of New Mexico, 2017.

Includes bibliographical references

In this qualitative case, I explored the complexities of adolescent student writing within one project over the course of one trimester at a project-based learning (PBL) high school. With this study, I sought to both understand how students wrote within project work and open-up a conversation between the fields of adolescent literacy development and PBL. From my extensive collection of data---field notes; student writing samples; photographs; teacher artifacts; and audio records of teacher interviews, planning sessions, and implementation of writing activities---I answered my overarching research question: What happens with student writing during one project in a PBL high school? With five research sub-questions, I present multiple perspectives on student writing. For analysis, I coded the various functions of student writing, conducted axial coding of project teacher interviews and instruction (Corbin and Strauss, 2007), presented a chronological account of teacher planning and instruction, and analyzed student writing from a literacy practices approach. From these findings, I explained my understandings of student writing as a contested space, how project teachers used writing to combat student resistance, and how student writing can be understood as students building relationships with the projects through writing. I concluded this study by proposing ways project teachers might implement a literacy practices approach to writing within PBL settings, suggesting project teachers support students as they maneuver between the material world of the project and the immaterial world of thinking as it is expressed through writing.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355149920Subjects--Topical Terms:

1179560
Secondary education.
Index Terms--Genre/Form:

554714
Electronic books.

From Project to Teacher to Student : = A Qualitative Case Study Exploring the Complexities of Student Writing at a Projectbased Learning High School.
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502 $a Thesis (Ph.D.)--The University of New Mexico, 2017.
504 $a Includes bibliographical references
520 $a In this qualitative case, I explored the complexities of adolescent student writing within one project over the course of one trimester at a project-based learning (PBL) high school. With this study, I sought to both understand how students wrote within project work and open-up a conversation between the fields of adolescent literacy development and PBL. From my extensive collection of data---field notes; student writing samples; photographs; teacher artifacts; and audio records of teacher interviews, planning sessions, and implementation of writing activities---I answered my overarching research question: What happens with student writing during one project in a PBL high school? With five research sub-questions, I present multiple perspectives on student writing. For analysis, I coded the various functions of student writing, conducted axial coding of project teacher interviews and instruction (Corbin and Strauss, 2007), presented a chronological account of teacher planning and instruction, and analyzed student writing from a literacy practices approach. From these findings, I explained my understandings of student writing as a contested space, how project teachers used writing to combat student resistance, and how student writing can be understood as students building relationships with the projects through writing. I concluded this study by proposing ways project teachers might implement a literacy practices approach to writing within PBL settings, suggesting project teachers support students as they maneuver between the material world of the project and the immaterial world of thinking as it is expressed through writing.
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