Degree Name
Doctor of Philosophy (PhD)
First Advisor
Carey, Robert F.
Document Type
Dissertation
School
Feinstein School of Education and Human Development
Date of Original Version
5-2008
Abstract
Employing grounded theory methodology informed by microethnographic discourse analysis, studies the classroom conversations, interviews with students and teachers, and students' written texts in a high stakes test preparation program for tenth graders to determine the effects students and teachers have upon one another's epistemological beliefs concerning the source of knowledge. Students were preparing for the Connecticut Academic Performance Test (CAPT).
Recommended Citation
Bierman, Donald Bruce, "A Qualitative Study of the Epistemological Interplay between Teachers and Students in a High Stakes Testing Environment" (2008). Master's Theses, Dissertations, Graduate Research and Major Papers Overview. 11.
https://digitalcommons.ric.edu/etd/11
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Signed dissertation approval page
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Epistemology Commons, Secondary Education and Teaching Commons, Social and Philosophical Foundations of Education Commons
Comments
Tables 4.1 and 4.2 and Figure 4.1 are located at the end of the dissertation.