Date of Award
2021
Document Type
Dissertation
Degree Name
Philosophy (Ph.D)
Department
Education Specialties
First Advisor
Kristen Anderson
Second Advisor
Lisa Bajor
Third Advisor
Rachel Helfrick
Abstract
This problem solution narrative inquiry explored how expectancy-value theory impacts teachers’ decisions during dialogic discussions. This paper delved into challenging moments teachers faced during dialogic discussion implementation. The purpose was to use this data to better inform the development of teacher-centered and more supportive professional learning opportunities. Participants from two parochial schools were invited to be interviewed about their dialogic discussion experiences. Data was coded using constant-comparative coding and was then restoried within problem solution narrative framework. The narratives were then coded for themes of expectancy, value, and self-efficacy. This study was intended to impact professional development to guide teachers as they implement best practice, such as dialogic discussions and, ultimately, supporting teachers through the implementation process can give more students access to higher quality literacy experiences. Results indicated that the three constructs of expectancy-value theory, which are expectations, value, and self-efficacy impacted teachers’ motivation to implement dialogic discussions and inspired them to persevere through obstacles. Limitations, recommendations for future research, and recommendations were discussed.
Recommended Citation
Ungar, Malka Alter, "Expectancy-Value Theory During Challenging Moments: A Narrative Inquiry into Classroom Dialogic Discussions" (2021). Theses and Dissertations. 316.
https://scholar.stjohns.edu/theses_dissertations/316