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dc.contributor.advisorLannin, Amy A.eng
dc.contributor.authorGoldsmith, Christyeng
dc.date.issued2018eng
dc.date.submitted2018 Springeng
dc.descriptionField of study: Leaning, teaching and curriculum.eng
dc.descriptionDr. Amy Lannin, Dissertation Supervisor.eng
dc.descriptionIncludes vita.eng
dc.description"May 2018."eng
dc.description.abstractThis narrative inquiry explored the ways in which four mid-career English teachers construct themselves as W/writers and how those writerly identities are performed in their pedagogy. I curated data collected from extended interviews, journals, personal and professional writings to build narratives of these teachers-aswriters. Through these narratives and metaphorical thinking (Lakoff & Johnson, 1980), I analyzed the wholeness of each participant's experience with writing. Then, in stage two of the study, I used data collected from teaching observations to build a continuum of process --> product, employing Goffman's (1974) frame analysis to place the teachers within that continuum. This continuum represented the stable thread that continued through the teachers' personal and professional identities and led to three insights: (1) Those teachers who identified as Writers were more comfortable teaching writing processes (2) The desire to be seen as a "kind of W/writer or teacher" brings risk writing instruction and (3) Agency provides Writers a way to mitigate the risk of teaching writing.eng
dc.description.bibrefIncludes bibliographical references (pages 245-256).eng
dc.format.extent1 online resource (xxi, 267 pages) : color illustrationseng
dc.identifier.merlinb128707549eng
dc.identifier.oclc1088439676eng
dc.identifier.urihttps://hdl.handle.net/10355/66168
dc.identifier.urihttps://doi.org/10.32469/10355/66168eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.eng
dc.titleEnacted identities : a narrative inquiry into teacher writerly becomingeng
dc.typeThesiseng
thesis.degree.disciplineLearning, teaching and curriculum (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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