READING AND WRITING INSTRUCTION IN THE EARLY COLLEGE THROUGH THE LENS OF CRITICAL PEDAGOGY
| dc.contributor.advisor | Votteler, Nancy | |
| dc.creator | Keelen, Christi Rae | |
| dc.date.accessioned | 2018-12-10T18:13:39Z | |
| dc.date.available | 2018-12-10T18:13:39Z | |
| dc.date.created | 2018-12 | |
| dc.date.issued | 2018-11-09 | |
| dc.date.submitted | December 2018 | |
| dc.date.updated | 2018-12-10T18:15:50Z | |
| dc.description.abstract | This study is about the perceptions of 10th, 11th, and 12th grade students in an urban early college setting. The areas of focus were reading and writing instruction and critical pedagogy. Students overall indicated that they felt they were prepared in areas of reading and writing instruction. It was also evident that elements of critical pedagogy were present in the instruction provided to the students. Although, more research is needed, this study shows that students can feel positive about their reading and writing instruction in this setting, and that elements of critical pedagogy are an important piece of the Early College model. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | https://hdl.handle.net/20.500.11875/2547 | |
| dc.language.iso | en | |
| dc.subject | Early College | |
| dc.subject | Literacy | |
| dc.subject | Latino/a Students | |
| dc.subject | Social Justice | |
| dc.subject | Critical Pedagogy | |
| dc.title | READING AND WRITING INSTRUCTION IN THE EARLY COLLEGE THROUGH THE LENS OF CRITICAL PEDAGOGY | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Language, Literacy and Special Populations | |
| thesis.degree.grantor | Sam Houston State University | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Education |
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