dc.contributor.author	Hendricks, LaRonce Marie
dc.date.accessioned	2017-05-19T14:17:16Z
dc.date.available	2017-05-19T14:17:16Z
dc.date.issued	2017-05
dc.identifier.citation	Hendricks, LaRonce Marie. "A Narrative Phenomenological Study: An Investigation into the Meaning of Negative Predispositions toward Writing," Ph.D. diss., Valdosta State University, 2017.
dc.identifier.other	E255639E-C489-DF81-45F3-CD3288D1FA74	UUID
dc.identifier.uri	http://hdl.handle.net/10428/2835
dc.description.abstract	This study explored college writing through the eyes of first-year technical college students between the ages of 18 and 24. Previous research indicated that negative predispositions can be mental constraints for first-year students. Lindemann and Anderson (2001) surmised that mental constraints were psychological barriers derived from years of red ink marks put on graded writing assignments by writing teachers. Educational psychologist Jennie Ormond (2009) suggested that psychological barriers were embedded in the human memory and that these lingered over many years to resurface during complex writing assignments. In the pursuit of investigating the meaning of such negative predispositions and identifying them based on students’ perceptions, the study sought adult learning strategies and classroom management practices useful for lessening the effects of students’ negative predispositions toward writing. For that purpose, two qualitative approaches were fused to shape elements for a systematic qualitative protocol. The theoretical foundation builds on constructivist perspectives, andragogy, and educational psychology. Qualtrics Online software was used to collect and analyze data. Data were sorted, sythesized, and transcribed to determine related formulated meanings to answer the central research question: What is the meaning of negative predispositions? The findings brought forth five related, and formulated themes; the meaning of negative predispositions toward writing; and information professional writing teachers can use to aid them in how to build effective writing communities in college. Lastly, the study outlines recommendations for future research.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION \| Background 1 \| Statement of the Problem 6 \| Purpose of the Study 8 \| Research Questions 9 \| Definition of Terms 10 \| Core Competencies 11 \| Research Procedures 13 \| Theoretical Framework 13 \| A Narrative Phenomenological Design 14 \| Data Collection Methods 15 \| Data Analysis Procedures 16 \| Significance of the Study 16 \| Limitations to the Study 18 \| Summary 19 \| Chapter II: REVIEW OF LITERATURE \| Introduction 21 \| The Relevance of the Millennial Generation 22 \| Constructivist Theory 25 \| What Is Constructivist Theory? 25 \| Andragogy Theory and Practice 26 \| Origins 26 \| The Meaning of Adult Education 27 \| Basic Underlying Assumptions of Adult Education 28 \| Six Core Assumptions 28 \| Self-Directed Learning 30 \| The Conversations around College Pedagogical Curricula 31 \| Why Colleges Should Consider Andragogic Curricula? 32 \| How Negative Predispositions May Affect Students’ Ability to Write in \| College 33 \| Making Contact on Paper 35 \| Brookfield’s Three Core Teaching Practices 36 \| Classroom Management Practice: Adopting a Critical Stance 37 \| Classroom Management Practice: Adopting New Teaching Methods 38 \| Classroom Management Practice: Classroom Awareness 38 \| Adult Learning Strategies 39 \| Holt, Freire, and Illichs: Three Strategies for Adult Learners 39 \| Ferri-Reids: Five Strategies 40 \| Whole-Part-Whole Learning 40 \| Peer-Paired Teaching and Group Work 42 \| Instructional Educational Coaching 43 \| Authoritarian Teaching Practice: What to Avoid 43 \| Adopting an Authoritative Teaching Practice 44 \| Cognitive Learning Theory 45 \| The Learning Process 45 \| Linking Constructivist Theory to Learning 47 \| Grade Levels 6-8 49 \| Grade Levels 9-12 49 \| Basic Underlying Assumptions of Educational Psychology 49 \| Learning, Cognition, Memory, and Developmental Trends 49 \| Developmental Trends 50 \| Critical Thinking and the Writing Process 51 \| Summary 52 \| Chapter III: METHODOLOGY \| Study Design 54 \| Justification for Using a Narrative Phenomenological Study 55 \| Purposeful Sampling Procedures 55 \| Participants and the Research Site 56 \| Data Collection and Management 57 \| Survey Questions 58 \| Data Analysis Procedures 59 \| Seven-Step Process of Bracketing 59 \| Ethical Considerations 59 \| Summary 60 \| Analysis and Presentation 60 \| Chapter IV: RESULTS \| Exploring Writing through the Eyes of Others 62 \| Theme 1: The Need for Skillful Authoritative Writing Teachers 71 \| Theme 2: The Meaning of Negative Predispositions toward Writing 73 \| Theme 3: Negative Predispositions Affected Students’ Abilities to \| Write in College 74 \| Theme 4: The Ten Identified Negative Predispositions 75 \| Theme 5: What Writing Instructors Can Do to Lessen the Negative \| Effects of Students’ Predispositions toward Writing in College? 76 \| Chapter V: CONCLUSIONS \| Overview 79 \| Discussion 80 \| Research Question 1 80 \| Research Question 2 81 \| Research Question 3 82 \| An Analysis for a Guide: How to Build Effective Writing Communities in College 83 \| Linking Suitable Strategy Types to the Significant Statements and Five \| Themes 83 \| Narrative for a Potential Guide: How to Build Effective Writing Communities \| in College 90 \| How to Identify Students with Negative Predispositions 90 \| Breaking the Ice 91 \| Creating a Positive Classroom Atmosphere 91 \| Shifting to an Authoritative Teaching Practice 92 \| Initiating Learning Incentives 93 \| Introducing the Course’s Syllabus 94 \| Discussing Questions and Concerns 94 \| Listening Attentively 95 \| Creating Synergy in the Classroom 96 \| Peer Pairing Teaching and Group Work 96 \| Identifying Leaders in the Classroom 97 \| Writing Instructional Coaching 97 \| Five Keys: Becoming an Effective Writing Coach 99 \| Avoiding an Authoritarian Teaching Practice 101 \| Implications 101 \| Conclusion 103 \| Recommendations for Future Research 104 \| REFERENCES 105 \| APPENDIX A: Institutional Review Board Exemption Certificate 117 \| APPENDIX B: Initial Letter of Consent from Gwinnett Technical College 118 \| APPENDIX C: Initial Letter of Request to Gwinnett Technical College 119 \| APPENDIX D: The Recruitment Flyer 120 \| APPENDIX E: Qualtrics Survey Protocol 121 \| APPENDIX F: Survey Questions 123 \|	en_US
dc.language.iso	en_US	en_US
dc.subject	Phenomenological sociology	en_US
dc.subject	College students--United States--Attitudes	en_US
dc.subject	Generation Y	en_US
dc.subject	Academic writing	en_US
dc.subject	Adult learning	en_US
dc.subject	College freshmen	en_US
dc.title	A Narrative Phenomenological Study: An Investigation into the Meaning of Negative Predispositions toward Writing	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department Of Curriculum, Leadership, And Technology Of The Dewar College Of Education And Human Services	en_US
dc.description.advisor	Backes, Charles
dc.description.committee	Fabrikant, Kathleen
dc.description.committee	Siegrist, Gerald R.
dc.description.committee	Ellis, Iris
dc.description.degree	Ed.D.	en_US
dc.description.major	Education In Leadership	en_US