Date of Award
2024
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Todd Lilly
Abstract
This qualitative action research study provides a case study of a community of practice (CoP) comprised of six faculty who teach first-year writing at Southern Technical College (pseudonym) as they engaged with culturally relevant teaching to review their curriculum development practices. The guiding question of this study was: How does engagement with culturally relevant pedagogy within a community of practice impact faculty who teach first-year writing's curriculum development practice, especially given their perceptions of students' needs and literacies? The study used a case study research design to document the faculty's experiences discussing and reflecting on their practice and perceptions of students' literacies. Transcription and recording data from interviews and CoP meetings were used to measure faculty's motivations and psychological needs, according to Self-Determination Theory (Deci & Ryan, 2000). Participants reported that they felt the security and trust of the CoP (relatedness) enabled them to reflect on their curriculum materials and practice (competency) and provided confidence that they could address their instructional challenges (autonomy).
Rights
© 2024, Mitchell Dallas Herring
Recommended Citation
Herring, M. D.(2024). Engaging With Culturally Relevant Curriculum Development Practice in First-Year Writing Courses Through a Community of Practice. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8050