Congratulations!
On Mon, 17 Jul 2023 at 09:28, Dale Langsford <dmarc-noreply@xxxxxxxxxxxxx>
wrote:
Congratulations, Andrew, on this wonderful achievement.--
Good news! Dr Scott’s PhD thesis is ready for reading on the LCT website
here:
https://legitimationcodetheory.com/publications/database/scott-a-2023-processes-and-patterns-of-classroom-life-the-dynamics-of-exchanging-knowledge-and-values-between-teachers-and-learners-in-english-language-writing-classrooms-phd-dissertat/
Otherwise, you can search for it using the search function on the website.
We celebrate with Dr Scott today!
Warm regards,
Dale
*Dr. Dale Langsford*
*Postdoctoral Fellow: Teacher Choices in Action project*
ORCID: https://orcid.org/0000-0002-9142-5754
*From:* lct-bounce@xxxxxxxxxxxxx <lct-bounce@xxxxxxxxxxxxx> *On Behalf Of
*Andrew Scott
*Sent:* Sunday, July 16, 2023 11:50 PM
*To:* lct@xxxxxxxxxxxxx
*Subject:* [LCT] Processes and patterns of classroom life: PhD thesis
Dear Colleagues,
I’d like to share the news that I have successfully been awarded my PhD
thesis by Lancaster University in the UK. I investigated teachers’ feedback
practices on learner writing. LCT’s Semantics proved invaluable because it
gave me a way of understanding my complex classroom data. I took the
analysis further by using David Rose’s model of pedagogic register.
The study draws four main conclusions. Firstly, understanding what’s
happening in the classroom is dependent on a careful consideration of the
various agents involved in the curriculum and to what extent their purposes
align. Secondly, I found that teachers use feedback to meet both course
objectives and learners’ needs, often two quite different goals. Thirdly, I
identified semiotic resources used by teachers when giving feedback and I
examined how these link to teaching choices.
Finally, I suggest how to move beyond the current limits of the written
corrective feedback debate, and the limitations of cause-and-effect studies
that attempt to identify the most effective forms of feedback. I propose a
model that conceptualizes feedback as a pedagogic tool used dynamically by
experienced teachers to move between interpretation and evaluation, from
sense making to meaning making, in classroom activities.
Please find an abstract attached. Here’s the reference with a link to the
thesis:
Scott, A. (2023) *Processes and patterns of classroom life: the dynamics
of exchanging knowledge and values between teachers and learners in English
language writing classrooms* [Doctoral dissertation, Lancaster
University]. Lancaster University Research Directory.
https://doi.org/10.17635/lancaster/thesis/1919
Kind regards,
Andrew
--
Andrew G Scott
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