Date of Award

7-2019

Degree Type

Education Specialist

Degree Name

Education Specialist

Department

Education, Leadership and Public Service

Program

Educational Administration: Administration and Supervision (MAE)

First Advisor/Chairperson

Bethney Bergh

Abstract

This phenomenological research study was designed to examine student experience with a teacher-designed literature discussion protocol. The study took place in a dually enrolled high school literature classroom. The class consisted of 21 students, 13 of which were female and 8 of which were male. Throughout the course of the study, the students participated in six literature discussions using the teacher-designed protocol. After the first, third, and sixth protocol, students responded to an open-ended question gauging their experience with the protocol. All data was collected during regular class time. Analysis of student responses revealed student reflections on the intentional structure of the discussion, engagement, and learning.

Access Type

Open Access

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