Sponsor
Portland State University. Department of Educational Leadership and Policy
First Advisor
Susan Lenski
Date of Publication
Spring 5-14-2015
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership: Curriculum and Instruction
Department
Curriculum & Instruction
Language
English
Subjects
Questioning, Writing -- Study and teaching (Secondary), Critical thinking -- Study and teaching (Secondary), High school students -- Attitudes
DOI
10.15760/etd.2343
Physical Description
1 online resource (x, 121 pages)
Abstract
The purpose of this study was to determine whether Socratic questioning, an approach that builds critical thinking skills and fosters learning by constructing new knowledge, was an effective tool for improving student perceptions of the writing process. The main research question that was examined in this study was: How can Socratic questioning improve students' perceptions of writing and the writing process? Qualitative research methods were used as a framework for the design of this study as well as purposeful student sampling, triangulation of three data sources, and an extensive coding process. Findings from the study support that Socratic questioning can positively impact students: the first major finding was that student perceptions of the writing process improved, and the second major finding was that student perceptions of their own identities as writers improved as well. After the study, students found that being an effective writer was possible and that evaluation of one's writing was a vital part of becoming a better writer. Most importantly, after participating in this study, students believed themselves to be writers.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
http://archives.pdx.edu/ds/psu/15568
Recommended Citation
Houshmand, Rana, "Using Socratic Questioning as an Instructional Tool to Help High School Students at Grade Twelve Improve Their Perceptions of the Writing Process" (2015). Dissertations and Theses. Paper 2346.
https://doi.org/10.15760/etd.2343