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Creating Risky Spaces: Writer’s Workshop and Students’ Perceptions of Resilience
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- Author / Creator
- Gross, Jennifer
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This study explores the connections between the writer’s workshop approach and high school students’ perceptions of their own resilience. The research includes multiple-case studies of student participants being taught in a high school writer’s workshop, as well as one teacher participant. The data related to the factors of resilience and the writer’s workshop was triangulated using the following methods: field notes observing teacher instruction, student work, and peer conferencing; individual, semi-structured interviews with the teacher and students; and documents including teacher handouts and student writing and reflections. Utilizing hermeneutic and psychoanalytic theoretical lenses, the data was coded to find patterns and emerging themes: using process to build confidence; the power of writing; anxiety, risk, and failure; collaboration and communication; and the role of the teacher as an acknowledger, mentor, and guide alongside. Through these themes, the study finds that the writer’s workshop is a valid and valuable approach for the high school English classroom in both the teaching of writing and fostering many factors of resilience in students.
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- Subjects / Keywords
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- multiple-case study
- relationships
- writing
- resilience
- risk
- perseverance
- writer's workshop
- collaboration
- secondary
- motivation
- writing process
- qualitative research
- hermeneutics
- writers' workshop
- responsibility
- writing workshop
- empathy
- vulnerability
- independence
- trust
- high school
- anxiety
- resistance
- communication
- psychoanalysis
- failure
- education
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- Graduation date
- Spring 2020
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- Type of Item
- Thesis
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- Degree
- Master of Education
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- License
- Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.