dc.contributor.author | Blair, Chere Harden | en_US |
dc.date.accessioned | 2015-12-11T23:20:12Z | |
dc.date.available | 2015-12-11T23:20:12Z | |
dc.date.submitted | January 2015 | en_US |
dc.identifier.other | DISS-13354 | en_US |
dc.identifier.uri | http://hdl.handle.net/10106/25405 | |
dc.description.abstract | I began by attempting to fill a gap I observed in the preparation of the novice teachers whom I supervised. I created a teaching apprenticeship program in order to give preservice teachers opportunities to enact the theories and methods of writing instruction that I had taught them. The more I read and researched, the more I uncovered important gaps in those theories and methods.Through narrative and critical self-study, I explore my own teaching life, my work with both struggling college writers and teachers-in-training, and my attempts to navigate the complex institutional forces that can frustrate innovation. Ultimately, I suggest that opening up gaps to make space for dialogue, reflection, and the interplay of theory and practice may be more productive than filling gaps through curricular change. | en_US |
dc.description.sponsorship | Morris, Timothy R. | en_US |
dc.language.iso | en | en_US |
dc.publisher | English | en_US |
dc.title | Teaching/writing Workshop: A Critical Memoir Of Training Teacher Candidates In Developmental Composition | en_US |
dc.type | Ph.D. | en_US |
dc.contributor.committeeChair | Morris, Timothy R. | en_US |
dc.degree.department | English | en_US |
dc.degree.discipline | English | en_US |
dc.degree.grantor | University of Texas at Arlington | en_US |
dc.degree.level | doctoral | en_US |
dc.degree.name | Ph.D. | en_US |