AP English Language and Composition Teachers’ Perceptions and Beliefs Concerning Preparation for Teaching Rhetoric and Composition
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Authors
Ballard, Jennifer Rebecca
Issue Date
2019-12
Type
Dissertation
Language
en_US
Keywords
Advanced placement programs (Education) , Dissertations, Academic--United States , Education , English language--Composition and exercises , English language--Study and teaching , English language , Georgia , Rhetoric , Rural schools
Alternative Title
Abstract
The purpose of this study was to determine the strategies and practices used by veteran AP English Language and Composition teachers in South Georgia Title I high schools in rural communities with an AP open enrollment policy. The participants for this study were volunteer AP English Language and Composition teachers from qualifying school districts. Data were collected through personal data forms, interviews, non-participatory observations, and document analyses. The inductive analysis model was used to analyze data collected from the interviews, observations, and documents. The key findings of this study were that participants have been influenced by a variety of sources from professional and personal experiences and that they practice strategies based on a variety of composition theories. Participants agreed students’ lack of knowledge hinders their ability to help students successfully prepare for the rigors of the AP English Language and Composition exam. They also agreed time and school constraints can limit the effectiveness of their courses.
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.