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Spring 2020
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...
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Spring 2019
This theoretical dissertation asks: “How might an empathic-Thou lens inform ELA teachers’ values, decisions, and practices surrounding writing assessment?” Using a framework informed by Martin Buber’s I-Thou philosophy—and an approach informed by hermeneutics, autoethnography, and writing as...