"Learning Is How We Should Do Better" : First-Year Writing Shared Curricula, Teacher Learning, and Agency
This dissertation aims to center the experiences of first-year writing educators in one program with a shared curriculum. Guided by social theories of learning and scholarship and practices in writing studies and writing program administration, I conducted qualitative surveys and interviews with teaching-focused faculty and graduate teaching assistants to ask how they connected their agency, learning, and goals with a shared curriculum. This led to conversations about how a shared curriculum both supplies and limits possibilities for learning and agency in a writing program, specifically involving program materials, professional development, and program revision. Resulting from what I learned with and from the educators participating in my research, I suggest that writing program administrators consider how to consistently learn from the expertise that teachers have and create more opportunities where teachers can influence the program’s design.
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- In Collections
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Electronic Theses & Dissertations
- Copyright Status
- In Copyright
- Material Type
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Theses
- Authors
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Kirkpatrick, Keaton
- Thesis Advisors
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Lindquist, Julie
- Committee Members
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DeVoss, Dànielle
Smith, Trixie
Halbritter, Bump
- Date Published
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2024
- Subjects
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Rhetoric
Composition (Language arts)
- Program of Study
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Rhetoric and Writing - Doctor of Philosophy
- Degree Level
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Doctoral
- Language
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English
- Pages
- 141 pages
- Permalink
- https://doi.org/doi:10.25335/0sk8-md38