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The reflective practice of reflectiv...

Myers, Seth Gehrung.

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The reflective practice of reflective practice: An inquiry into multimodal pedagogy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The reflective practice of reflective practice: An inquiry into multimodal pedagogy./
作者:	Myers, Seth Gehrung.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2013,
面頁冊數:	249 p.
附註:	Source: Dissertations Abstracts International, Volume: -1925-12, Section: A.
Contained By:	Dissertations Abstracts International-1925A-12.
標題:	Pedagogy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3579894
ISBN:	9781303837876

The reflective practice of reflective practice: An inquiry into multimodal pedagogy.
Myers, Seth Gehrung.

The reflective practice of reflective practice: An inquiry into multimodal pedagogy. - Ann Arbor : ProQuest Dissertations & Theses, 2013 - 249 p.

Source: Dissertations Abstracts International, Volume: -1925-12, Section: A.

Thesis (Ph.D.)--New Mexico State University, 2013.

This item must not be added to any third party search indexes.

This teacher-research study inquires into the affordances of audio and alphabetic modes of composing reflective texts. Though the field of composition has attended to both reflective writing and the affordances of texts produced in multiple modes, few scholars have interrogated the relationship between the material with which a reflective text is represented and the content of those texts. Teacher-research methodologies ask that practitioner-researchers interrogate some aspect of their teaching, devise a curricular revision based on scholarship, implement that revision, and interrogate its effects. To that end, during his first year composition (FYC) course in Spring 2012, the researcher implemented a curricular change: while he assigned one reflective essay in a traditional alphabetic mode, he assigned another to be recorded with an audio-recording device. This curricular revision initiated the study represented by this dissertation. Data was collected from 11 student participants from this FYC course in the form of alphabetic and audio reflections. Of these participants, four agreed to take part in roughly hour-long, feminist in-depth interviews, which the researcher then transcribed. Using the data analysis techniques of thematic and grounded analysis, the researcher developed a coding scheme that he applied to all three data sets. The major finding of this study is that the mode in which the participant composed her reflective text did not significantly impact the content of the reflection. Instead, the researcher found that the material mediation of these representations interpellated them into various rhetorical contexts that prompted and limited certain ideational contents. In addition to this finding, the researcher contributes to rhetorical scholarship with the finding that for participants the audio mode carries more identity markers than the alphabetic. Finally, this research also contributes to the ongoing methodological conversation in composition by providing an example of a sustained inquiry project that flattens the binaries between researcher and practitioner, and local and public knowledge.

ISBN: 9781303837876Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

Compositon

The reflective practice of reflective practice: An inquiry into multimodal pedagogy.
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500 $a Source: Dissertations Abstracts International, Volume: -1925-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Burnham, Christopher.
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506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a This teacher-research study inquires into the affordances of audio and alphabetic modes of composing reflective texts. Though the field of composition has attended to both reflective writing and the affordances of texts produced in multiple modes, few scholars have interrogated the relationship between the material with which a reflective text is represented and the content of those texts. Teacher-research methodologies ask that practitioner-researchers interrogate some aspect of their teaching, devise a curricular revision based on scholarship, implement that revision, and interrogate its effects. To that end, during his first year composition (FYC) course in Spring 2012, the researcher implemented a curricular change: while he assigned one reflective essay in a traditional alphabetic mode, he assigned another to be recorded with an audio-recording device. This curricular revision initiated the study represented by this dissertation. Data was collected from 11 student participants from this FYC course in the form of alphabetic and audio reflections. Of these participants, four agreed to take part in roughly hour-long, feminist in-depth interviews, which the researcher then transcribed. Using the data analysis techniques of thematic and grounded analysis, the researcher developed a coding scheme that he applied to all three data sets. The major finding of this study is that the mode in which the participant composed her reflective text did not significantly impact the content of the reflection. Instead, the researcher found that the material mediation of these representations interpellated them into various rhetorical contexts that prompted and limited certain ideational contents. In addition to this finding, the researcher contributes to rhetorical scholarship with the finding that for participants the audio mode carries more identity markers than the alphabetic. Finally, this research also contributes to the ongoing methodological conversation in composition by providing an example of a sustained inquiry project that flattens the binaries between researcher and practitioner, and local and public knowledge.
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