Pedagogy and Identity in the Community College Developmental Writing Classroom: A Qualitative Study in Three Cases

Autor/in	D'Antonio, Monica
Titel	Pedagogy and Identity in the Community College Developmental Writing Classroom: A Qualitative Study in Three Cases
Quelle	In: Community College Journal of Research and Practice, 44 (2020) 1, S.30-51 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (D'Antonio, Monica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2019.1649221
Schlagwörter	Community Colleges; Writing Instruction; Remedial Instruction; Identification (Psychology); Teaching Models; Student Experience; Two Year College Students; Student Motivation; Student Development; Self Concept; Beliefs; Student Educational Objectives + Suchen Sie Ihr Suchwort? Community college; Community College; Schreibunterricht; Förderkurs; Lehrmodell; Studienerfahrung; Schulische Motivation; Selbstkonzept; Belief; Glaube
Abstract	By many accounts, developmental writing courses in community colleges fail to teach students skills needed to be successful in college-level coursework. In the current study, an identity-based pedagogical approach aimed at Promoting self-Relevance, triggering identity Exploration, facilitating a sense of Safety, and Scaffolding identity exploration strategies -- the PRESS model -- was used to intervene in and examine students' experiences in developmental writing courses in a community college setting. This model assigns educators the role of "identity agents" who design identity exploration (IdEx) activities aim to facilitate students' identity exploration through reflection, questioning, information gathering and processing, understanding, and development of their identities as writers. Students' identity exploration and development were then analyzed using the Dynamic Systems Model of Role Identity (DSMRI). Cross-case comparisons of participating students in Phase 1 of the study highlighted the unique role identities, identity exploration, and motivation for each student. The findings suggested that students' role identities could be characterized along a dimension of "sophistication," with richer content relating to greater alignment, versus thinner content relating to more fragmentation. The findings also indicated that, despite variability, students' engagement with the activities involved identity exploration and development in many cases. This illustrates the potential of identity-based pedagogy to promote desirable identity change, motivation, and learning in developmental writing courses. The study has implications for theory, research, practice, and professional development in community college developmental writing courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01