Examining the Literacy Histories of Doctoral Students in an Educational Studies Program through Surveys and Interviews: A Mixed Methods Study

Autor/inn/en	Adams-Budde, Melissa; Howard, Christy; Jolliff, Grant; Myers, Joy
Titel	Examining the Literacy Histories of Doctoral Students in an Educational Studies Program through Surveys and Interviews: A Mixed Methods Study
Quelle	In: Journal of the Scholarship of Teaching and Learning, 14 (2014) 1, S.109-125 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Literacy; Correlation; Graduate Students; Doctoral Programs; Qualitative Research; Student Attitudes; Case Studies; Self Concept; Interviews; College Faculty; Statistical Analysis; Teacher Education; Surveys; Mixed Methods Research; Visual Aids + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Korrelation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Qualitative Forschung; Schülerverhalten; Case study; Fallstudie; Case Study; Selbstkonzept; Interviewing; Interviewtechnik; Fakultät; Statistische Analyse; Lehrerausbildung; Lehrerbildung; Survey; Umfrage; Befragung; Anschauungsmaterial
Abstract	The purpose of this mixed methods sequential explanatory study was to explain the relationship between literacy experiences over time and the literacy identities of the doctoral students in a teacher education and higher education program. The quantitative phase, surveying 36 participants, revealed a positive correlation between participant's present and past literacy experiences, suggesting that past literacy experiences impacted their present perception of themselves as successful doctoral students. In the qualitative follow up multiple case study analysis, four major themes emerged from the interviews and participants' visual representations: (1) past literacy experiences; (2) present literacy experiences; (3) support systems; and (4) social experiences. The findings suggest that early feelings of success in literacy contribute to strong literacy identities in higher education programs. Implications for the faculty of higher education will be discussed. (As Provided).
Anmerkungen	Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10