{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/86619"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/86619","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Finding the Community: A Case Study of a Higher Education Dialogic Developmental Writing Classroom Using ALP Model","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Cozzi, Susan; 0000-0002-1230-981X"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["McVee, Mary","Learning and Instruction"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-02-21T20:58:53Z","date_published":"2025-02-21T20:58:53Z","updated_at":"2026-07-27T19:05:32Z","subjects":["higher education","education"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/86619","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["McVee, Mary","Learning and Instruction"]},{"key":"dc:creator","label":"Author","values":["Cozzi, Susan; 0000-0002-1230-981X"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-02-21T20:58:53Z","2020"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["higher education","education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/86619"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","This study examines the connections between dialogue and supportive scaffolding as mediational tools, and adult learners in one developmental writing class with an Accelerated Learning Program model. This case study was set in a college level developmental composition classroom, in which the instructor valued instructor-student dialogue and supportive scaffolding, as well as community. A goal of this study was to establish a portrait of what a dialogic developmental writing classroom looks like at the higher education level. The three findings discussed in this piece are scaffolding for developmental learners; productive struggle through activities; and, fostering community with affinity spaces. Also important to this study is the association of dialogue and supportive scaffolding as mediational tools and adult learners in an Accelerated Learning Program. To find connections, I conducted classroom observations, interviews with the instructor, and collected student surveys. The main theory framing this research is Vygotsky's ZPD with mediational tools. The implications of this study are dialogue and supportive scaffolding used as mediational tools are needed additions to developmental writing classrooms populated by mature, returning adult students.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Finding the Community: A Case Study of a Higher Education Dialogic Developmental Writing Classroom Using ALP Model"]}]}],"canonical_facts":{"dc:contributor":["McVee, Mary","Learning and Instruction"],"dc:creator":["Cozzi, Susan; 0000-0002-1230-981X"],"dc:date":["2025-02-21T20:58:53Z","2020"],"dc:description":["Ph.D.","This study examines the connections between dialogue and supportive scaffolding as mediational tools, and adult learners in one developmental writing class with an Accelerated Learning Program model. This case study was set in a college level developmental composition classroom, in which the instructor valued instructor-student dialogue and supportive scaffolding, as well as community. A goal of this study was to establish a portrait of what a dialogic developmental writing classroom looks like at the higher education level. The three findings discussed in this piece are scaffolding for developmental learners; productive struggle through activities; and, fostering community with affinity spaces. Also important to this study is the association of dialogue and supportive scaffolding as mediational tools and adult learners in an Accelerated Learning Program. To find connections, I conducted classroom observations, interviews with the instructor, and collected student surveys. The main theory framing this research is Vygotsky's ZPD with mediational tools. The implications of this study are dialogue and supportive scaffolding used as mediational tools are needed additions to developmental writing classrooms populated by mature, returning adult students.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/86619"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["higher education","education"],"dc:title":["Finding the Community: A Case Study of a Higher Education Dialogic Developmental Writing Classroom Using ALP Model"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:32Z"}