Examining the literacy histories of doctoral students in an educational studies program through surveys and interviews: A mixed methods study

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Melissa Eileen Adams-Budde Christy Maranda Howard Grant Douglas Jolliff Joy Kammerer Myers

Abstract

The purpose of this mixed methods sequential explanatory study was to explain the relationship between literacy experiences over time and the literacy identities of the doctoral students in a teacher education and higher education program. The quantitative phase, surveying 36 participants, revealed a positive correlation between participant’s present and past literacy experiences, suggesting that past literacy experiences impacted their present perception of themselves as successful doctoral students. In the qualitative follow up multiple case study analysis, four major themes emerged from the interviews and participants’ visual representations: (1) past literacy experiences; (2) present literacy experiences; (3) support systems; and (4) social experiences. The findings suggest that early feelings of success in literacy contribute to strong literacy identities in higher education programs. Implications for the faculty of higher education will be discussed.

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How to Cite
Adams-Budde, M., Howard, C., Jolliff, G., & Myers, J. (2013). Examining the literacy histories of doctoral students in an educational studies program through surveys and interviews: A mixed methods study. Journal of the Scholarship of Teaching and Learning, 14(1), 109-125. https://doi.org/https://doi.org/10.14434/josotl.v14i1.3327
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Articles
Author Biographies

Melissa Eileen Adams-Budde, The University of North Carolina Greensboro

Teacher Education and Higher Education

Christy Maranda Howard, The University of North Carolina Greensboro

Teacher Education and Higher Education 

Grant Douglas Jolliff, The University of North Carolina Greenboro

Teacher Education and Higher Education
The Graduate School

Joy Kammerer Myers, The University of North Carolina Greenboro

Teacher Education and Higher Education