dc.contributor.author	Ballard, Jennifer Rebecca
dc.coverage.spatial	United States, Georgia	en_US
dc.date.accessioned	2020-01-29T15:13:08Z
dc.date.available	2020-01-29T15:13:08Z
dc.date.issued	2019-12
dc.identifier.other	B735C59D-5C50-E3B7-4C5E-1159A1FB10D0	en_US
dc.identifier.uri	https://hdl.handle.net/10428/4097
dc.description.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.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- An Overview of the History of Composition-Rhetoric 1 -- An Overview of the Advanced Placement Program 4 -- AP English Language and Composition in Education Today 6 -- The Need for Writing and Writing Instruction 7 -- The Need for Writing Research and Current Deficiencies 9 -- Problem Statement 11 -- College Board Requirements 13 -- The Role of Theory and Epistemology in Practice 15 -- Purpose Statement 18 -- Research Questions 18 -- Significance 19 -- Conceptual Framework 21 -- Summary of Methodology 23 -- Limitations 26 -- Definitions of Terms 27 -- Summary… 30 -- Chapter II: REVIEW OF LITERATURE 32 -- Composition-Rhetoric and AP English Language and Composition: A History 34 -- The Origins of Rhetoric 36 -- Ancient rhetoric: An oral tradition 36 -- Along came the written word 40 -- The Middle Ages 41 -- The Renaissance Through the 18th Century 42 -- Changes Were Coming . . . 46 -- America and the 19th Century 47 -- Composition and an American identity 49 -- Composition-rhetoric in early American classrooms 51 -- Classism and composition-rhetoric 53 -- Politics and education 53 -- Changes in composition-rhetoric 55 -- America’s first literary crisis 56 -- The birth of First Year Composition and its immediate effects 58 -- The 20th Century Through Present-Day 60 -- The professionalization of composition-rhetoric 61 -- Helping gifted students 62 -- Details are finalized 65 -- “A greater defeat for our country than Pearl Harbor” (Edward Teller) 66 -- Moving to the end of the 20th century 67 -- Contemporary Literacy and Composition-Rhetoric Defined 70 -- Prevalent Composition-Rhetoric Theories and Pedagogies 72 -- The Connection Between Theory and Pedagogy 73 -- Current-Traditional and Genre-Based Rhetoric 74 -- Pedagogical implications 75 -- Composition-Rhetoric: Changes Were Occurring . . . 78 -- Expressionism 82 -- Pedagogical implications 84 -- Cognitivism and Process Writing 85 -- Pedagogical implications 86 -- Social-Epistemic and Social Constructivism 88 -- Pedagogical implications 90 -- Critical Theory and Cultural Studies 92 -- Pedagogical implications 93 -- Current Trends 95 -- Fundamental Concepts 97 -- Postprocess 98 -- Composition-Rhetoric Research 99 -- Progress 101 -- AP English Language and Composition 104 -- Course Overview 104 -- Curriculum 105 -- Enrollment 106 -- Course Description 107 -- Reading in AP English Language and Composition 108 -- Curricular requirements 109 -- Connections Between First Year Composition and AP English Language and -- Composition 111 -- The Exam 113 -- The argument essay 114 -- The analysis essay 115 -- The synthesis essay 116 -- Multiple-choice 116 -- Scoring and scores 118 -- Possible college credit 119 -- Students by Number 122 -- Teacher Training, Experiences, and Pedagogy 125 -- AP Teacher Characteristics 125 -- Writing in the Classroom 127 -- Writing instruction complications 127 -- “What teachers do, know, and care about” 128 -- Formation of Teachers’ Composition Practices 129 -- College and university experiences 133 -- Personal experiences 136 -- Ideology, values, and epistemology 137 -- Contextual factors 142 -- Teaching experiences 143 -- Institutional requirements 144 -- Professional development 145 -- Final Commentary on the Development of Teacher Pedagogy 146 -- Issues Related to Composition-Rhetoric and Classroom Instruction 148 -- Society’s Perception of Student Writing 150 -- Issues Within the University 151 -- Issues with Secondary Teachers 154 -- AP English Language and Composition teachers 156 -- Teachers’ beliefs about writing 158 -- Grammar and Textbooks 159 -- Grammar’s reign 159 -- The business of textbooks 161 -- Preponderance of Literature 163 -- Philosophical Confusion 166 -- Issues with Research Implementation 167 -- Specific Issues with Secondary School Systems 169 -- Issues with the AP English Language and Composition Course 170 -- The College Board and the AP English Language and Composition exam 172 -- Scoring and scores 174 -- Essay commentary 175 -- Opposition to AP and Some Alternatives 177 -- Summary.. . 178 -- Chapter III: METHODOLOGY 180 -- Research Questions 180 -- Research Design 182 -- Case Study 183 -- Population. 184 -- Sampling…. 185 -- Sampling Procedure 186 -- Data Collection 188 -- Pilot Study 188 -- Personal Data 190 -- Interviews 191 -- Interview protocol 191 -- Observations 194 -- Documents 195 -- Data Analysis 195 -- Interview Analysis 196 -- Document Analysis 199 -- Observation Analysis 201 -- Validity…. 202 -- Summary… 204 -- Chapter IV: FINDINGS 206 -- Research Questions 207 -- Description of Sample 207 -- Description of Participants 208 -- Hester.. 210 -- Becoming an AP English Language and Composition instructor 211 -- Grammar and novels 212 -- Teaching knowledge, teaching writing 213 -- Johnny. 215 -- Professional development and AP experiences 216 -- Reading and writing as kindred spirits 217 -- Johnny and composition instruction 219 -- Johnny’s goals and administration’s goals 220 -- Tabitha 220 -- College and College Board experiences 222 -- Writing and time management 222 -- Tabitha’s course 224 -- Dan…. . 225 -- Dan’s AP experiences 227 -- Dan on composition and time management 227 -- Dan’s course 229 -- Lydia… 230 -- AP experiences 232 -- Active learning 233 -- Composition: Lydia’s lens 234 -- Lydia’s course 235 -- Harriet. 236 -- Writing instruction and time 238 -- Harriet’s texts 239 -- Data Collection 240 -- Three-Phase Process 241 -- Interviews 241 -- Observations 242 -- Documents 242 -- Data Analysis 242 -- Coding.. 243 -- Presentation of Data 244 -- Theme 1: Composition Theories and Pedagogies 247 -- Current-traditional (genre-based) 248 -- Social-epistemic 250 -- Expressionism 252 -- Cognitivism 253 -- Invention and arrangement 253 -- Frequency of writing 254 -- Modeling and scaffolding 255 -- Theme 2: Time and School Constraints 256 -- Time management issues 256 -- School-based issues 259 -- Theme 3: Factors Influencing Instruction 260 -- Participants’ education 261 -- Teaching philosophies 262 -- Composition beliefs 263 -- Theme 4: Changed Perceptions 263 -- Collegiate and professional experiences 264 -- Professional development 266 -- Theme 5: Students’ and Teachers’ Knowledge 268 -- Student preparation 269 -- Providing students with knowledge 272 -- Teachers’ pursuits of knowledge 274 -- Theme 6: Planning and Organization 275 -- Planning and organizing the course 276 -- Grading 280 -- Additional Findings 281 -- Comparing self to others 281 -- Multiple-choice exam preparation 282 -- Reading and composition strategies 284 -- Summary… 286 -- Chapter V: DISCUSSION, IMPLICATIONS, AND RECOMMENDATIONS 289 -- Summary of Findings 291 -- Discussion of Findings 291 -- A Focus on Literary Works 291 -- English degrees and a preference for literature 293 -- A lack of training 294 -- Uses of literature 296 -- College Board Training Beneficial, Not Influential 298 -- Variations in training 299 -- The College Board’s goal for APSIs 301 -- Current-Traditional (Genre-Based) and Social-Epistemic Theoretical Bases 301 -- Current-traditional (genre-based) theory 301 -- Social-epistemic theory 303 -- Adopting multiple theories 304 -- Invention and Arrangement: Most Important and Difficult Aspects of -- Composition 305 -- Invention 306 -- Arrangement 307 -- Curriculum Varies Widely 308 -- Course goals 309 -- The sources of course variations 310 -- Frustrations with Time, Schools, and Student Preparation 311 -- Student preparation 311 -- School-based issues 312 -- Implications and Recommendations 314 -- Composition Training 315 -- Suggested requirements 318 -- Knowledge of Composition Instruction 320 -- Professional development 321 -- Personal study 322 -- Classroom strategies 323 -- Getting Involved 324 -- The College Board’s involvement 324 -- State involvement 325 -- Talking about it 325 -- Future Research 328 -- Summary… 329 -- REFERENCES 333 -- Appendix A: IRB Approval 393 -- Appendix B: Letter to Superintendents 395 -- Appendix C: Demographic Form 399 -- Appendix D: Interview Questions 402 -- Appendix E: Observation Checklist and Notes 405 -- Appendix F: Document Checklist and Notes 409 -- Appendix G: First Cycle Coding Categories and Subcategories 413 -- Appendix H: A Sample of Interview Transcripts Divided Into Codes 416.	en_US
dc.format.extent	1 electronic document, 436 pages.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	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.	en_US
dc.subject	Advanced placement programs (Education)	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education	en_US
dc.subject	English language--Composition and exercises	en_US
dc.subject	English language--Study and teaching	en_US
dc.subject	English language	en_US
dc.subject	Georgia	en_US
dc.subject	Rhetoric	en_US
dc.subject	Rural schools	en_US
dc.title	AP English Language and Composition Teachers’ Perceptions and Beliefs Concerning Preparation for Teaching Rhetoric and Composition	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum and Instruction of the College of Education	en_US
dc.description.advisor	Dees, Dianne
dc.description.committee	Truby, William F.
dc.description.committee	Hartsell, Taralynn
dc.description.committee	Lairsey, John D.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Curriculum and Instruction	en_US