This project investigates the extent to which personality type theory merits attention as a useful lens through which to examine teacher responding practices. It also suggests directions for further study utilizing personality type theory as a way to help better understand teacher and student attitudes and practices in the composition classroom. After explaining personality type theory in general and reviewing recent scholarship on personality type and teaching, I consider possible connections between selected personality type preferences and teacher attitudes and responding practices. / The project consists of two phases: the first uses a survey and a correlational study to examine the connections between the personality preferences of 28 composition teachers and their attitudes and responding practices, and the second uses a case-study approach to look more closely at the attitudes and practices of four of those 28 teachers. Based on an analysis of the data generated by this project, I conclude that while type preferences may not be predictive of specific kinds of teacher responses, preferences are sufficiently related both to teaching styles in general and to teacher responding practices in particular to merit additional study by composition researchers. / Source: Dissertation Abstracts International, Volume: 54-03, Section: A, page: 0850. / Major Professor: John Fenstermaker. / Thesis (Ph.D.)--The Florida State University, 1993.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76888 |
| Contributors | Thompson, Thomas C., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 169 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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