Date of Award
Summer 2019
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
James D. Kirylo
Abstract
The purpose of this study was to examine the impact of poetry annotations on students’ critical thinking skills. This action research study took place in the spring of 2019 with eight high school participants. Participants were enrolled in an English IV-Honors class that was a combination of juniors and seniors. The setting was a public high school in a southeastern state. A mixed methods design was used; however, the study was more dominantly a qualitative study, and data was collected from participant pre and post-surveys and interviews, student-participant work, teacher-researcher observation notes, journal entries, and rubrics for annotations and responses to poetry analysis questions. The data revealed that practice, collaborative opportunities, and reflection led to growth in participants’ self-efficacy, confidence, use of poetry annotations, and critical thinking skills as reflected in the rubrics.
Rights
© 2019, Stefanie J. Fowler
Recommended Citation
Fowler, S. J.(2019). The Impact of Poetry Annotations on the Critical Thinking Skills of High School Juniors and Seniors at a School in a Southeastern State. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/5466