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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

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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    Contributors
    Date Created
    • 2017
    Resource Type
  • Text
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    Note
    • Vita
    • Partial requirement for: Ed.D., Arizona State University, 2017
      Note type
      thesis
    • Includes bibliographical references (pages 154-162)
      Note type
      bibliography
    • Field of study: Educational leadership and policy studies

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    Statement of Responsibility

    by Andrea Avery

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