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Espoused And Enacted Beliefs Of High School English Language Arts Teachers In Writing Instruction, Sydnie Schoepf
Espoused And Enacted Beliefs Of High School English Language Arts Teachers In Writing Instruction, Sydnie Schoepf
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
The purpose of the current study is to explore the espoused beliefs and enacted practices of secondary English Language Arts teachers with regards to writing instruction and how these beliefs correlate with teacher self-efficacy beliefs. The study worked to build upon the literature mainly in the fields of mathematics and science in order to explore what the perceived and enacted beliefs are and how they affect the self-efficacy belief of teachers within the field of writing instruction in the high school classroom. The study used a collective case study design in order to better understand what espoused and enacted pedagogical …
The Impact Of Guided Practice In Argument Analysis And Composition Via Computer-Assisted Argument Mapping Software On Students’ Ability To Analyze And Compose Evidence-Based Arguments, Donna Lorain Grant
Theses and Dissertations
The purpose of this quantitative action research study was to document the impact of the use of computer-assisted argument mapping (CAAM) upon high school students’ ability to analyze and compose evidence-based arguments. The study used a one-group pretest posttest design with a convenience sample of the participant researcher’s seventy-one high school sophomores. During the six-week study, each participant generated four sets of artifacts, each consisting of two argument analysis maps from provided source arguments and one argument composition map representing the participant’s position on the given topic. Artifacts were generated at four separate benchmarks, the pretest, week four, week five, …