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- W239401709 abstract "Not only did I want the students to become more self-reflective and positive, but I wanted to achieve that myself as well. As the fall term approached, and I worked on my syllabus for English 105, I concentrated on two intertwining goals: 1) to motivate students to engage in reflective learning, and, 2) to help students develop positive expectations for their writing. To accomplish these goals, I needed to create assignments that would provide the students with opportunities to work together to write, revise, and reflect. I also needed to spend less time talking and more time observing in the classroom in order to understand how students learn. Although I did not think at the time that I was planning a case study, as classes got underway and I developed a more intentional approach to my teaching, I realized I was seeing through the lens of a teacher-researcher. Not only did I want the students to become more self-reflective and positive, but I wanted to achieve that myself as well. Glenda Bissex writes that case study research “requires a certain frame of mind—a readiness to hear and to see, a capacity for suspending, or being jolted out of, our usual interpretations of classroom events” (192). It was this “certain frame of mind” that I wanted to nurture in order to help create a positive atmosphere where every student felt that what they did (and what they did not do) mattered." @default.
- W239401709 created "2016-06-24" @default.
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- W239401709 date "2007-08-01" @default.
- W239401709 modified "2023-09-26" @default.
- W239401709 title "Positive Expectations: A Reflective Tale on the Teaching of Writing" @default.
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- W239401709 doi "https://doi.org/10.46504/02200705oc" @default.
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