A sequential mixed-methods action research study was undertaken with a group of 10th-grade students enrolled in a required English course at an independent secondary school. The purpose of the study was to investigate students' negotiation of agentic writer identity in a course that featured a three-strand intervention: (a) a high degree of student choice; (b) ongoing written self-reflection; and (c) ongoing instruction in mindset.
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- Partial requirement for: Ed.D., Arizona State University, 2017Note typethesis
- Includes bibliographical references (pages 154-162)Note typebibliography
- Field of study: Educational leadership and policy studies