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dc.contributor.authorBlair, Chere Hardenen_US
dc.date.accessioned2015-12-11T23:20:12Z
dc.date.available2015-12-11T23:20:12Z
dc.date.submittedJanuary 2015en_US
dc.identifier.otherDISS-13354en_US
dc.identifier.urihttp://hdl.handle.net/10106/25405
dc.description.abstractI 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.sponsorshipMorris, Timothy R.en_US
dc.language.isoenen_US
dc.publisherEnglishen_US
dc.titleTeaching/writing Workshop: A Critical Memoir Of Training Teacher Candidates In Developmental Compositionen_US
dc.typePh.D.en_US
dc.contributor.committeeChairMorris, Timothy R.en_US
dc.degree.departmentEnglishen_US
dc.degree.disciplineEnglishen_US
dc.degree.grantorUniversity of Texas at Arlingtonen_US
dc.degree.leveldoctoralen_US
dc.degree.namePh.D.en_US


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