Advisor

Susan Lenski

Date of Award

Spring 5-14-2015

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Curriculum and Instruction

Department

Curriculum & Instruction

Physical Description

1 online resource (x, 121 pages)

Subjects

Questioning, Writing -- Study and teaching (Secondary), Critical thinking -- Study and teaching (Secondary), High school students -- Attitudes

DOI

10.15760/etd.2343

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.

Persistent Identifier

http://archives.pdx.edu/ds/psu/15568

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