國立虎尾科技大學 |

Momentum : = Why students move writing beyond the curriculum.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Momentum :/
其他題名:	Why students move writing beyond the curriculum.
作者:	Papaioannou, Nicole.
面頁冊數:	1 online resource (196 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	Rhetoric. -
電子資源:	click for full text (PQDT)
ISBN:	9780438038189

Momentum : = Why students move writing beyond the curriculum.
Papaioannou, Nicole.

Momentum :Why students move writing beyond the curriculum. - 1 online resource (196 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ph.D.)--St. John's University (New York), 2018.

Includes bibliographical references

This dissertation study reports on an IRB-approved qualitative study of ten students who took class-assigned writing and moved it beyond the curriculum, I examine the curricular and extracurricular contexts that drove students to voluntarily develop projects that involve writing. The findings I share in this dissertation are based on interviews and content analysis viewed through a grounded theory lens. Pulling from the students' interviews and texts, I concentrate on three areas of interest: identity development and its relationship to self-defined goals, faculty-student relationships, and support structures.

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

Mode of access: World Wide Web

ISBN: 9780438038189Subjects--Topical Terms:

567738
Rhetoric.
Index Terms--Genre/Form:

554714
Electronic books.

Momentum : = Why students move writing beyond the curriculum.
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245 1 0 $a Momentum : $b Why students move writing beyond the curriculum.
264 0 $c 2018
300 $a 1 online resource (196 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: Anne Ellen Geller.
502 $a Thesis (Ph.D.)--St. John's University (New York), 2018.
504 $a Includes bibliographical references
520 $a This dissertation study reports on an IRB-approved qualitative study of ten students who took class-assigned writing and moved it beyond the curriculum, I examine the curricular and extracurricular contexts that drove students to voluntarily develop projects that involve writing. The findings I share in this dissertation are based on interviews and content analysis viewed through a grounded theory lens. Pulling from the students' interviews and texts, I concentrate on three areas of interest: identity development and its relationship to self-defined goals, faculty-student relationships, and support structures.
520 $a In examining these areas more closely, I find that students' imagined identities, both current and future, are central to the ways they experience learning. These identities shape priorities and also create the anxieties associated with seeking group acceptance. The ways in which faculty build relationships with students and the ways in which support structures are placed in their learning environments can either encourage students to take risks in their exploration of these identities and pursuit of these goals, or it can discourage them. In the case of these students, it was the former.
520 $a I conclude this dissertation by offering recommendations for practice, both for faculty and administrators. I argue for the creation of spaces where students can "try on" identities, the development of faculty-student relationships based on mutual respect and approachability, the inclusion of focused long-term projects in writing curriculum which provide time for reflection, and the integration of opportunities for student agency in curriculum and university-wide frameworks for student engagement.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Rhetoric. $3 567738
650 4 $a Curriculum development. $3 1148494
650 4 $a Higher education. $3 1148448
655 7 $a Electronic books. $2 local $3 554714
690 $a 0681
690 $a 0727
690 $a 0745
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a St. John's University (New York). $3 1183493
773 0 $t Dissertation Abstracts International $g 79-10A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10857434 $z click for full text (PQDT)