This phenomenological research study was designed to examine student experience with a teacher-designed literature discussion protocol. The study took place in a dually enrolled high school literature classroom. The class consisted of 21 students, 13 of which were female and 8 of which were male. Throughout the course of the study, the students participated in six literature discussions using the teacher-designed protocol. After the first, third, and sixth protocol, students responded to an open-ended question gauging their experience with the protocol. All data was collected during regular class time. Analysis of student responses revealed student reflections on the intentional structure of the discussion, engagement, and learning.
","abstract_html":"<p>This phenomenological research study was designed to examine student experience with a teacher-designed literature discussion protocol. The study took place in a dually enrolled high school literature classroom. The class consisted of 21 students, 13 of which were female and 8 of which were male. Throughout the course of the study, the students participated in six literature discussions using the teacher-designed protocol. After the first, third, and sixth protocol, students responded to an open-ended question gauging their experience with the protocol. All data was collected during regular class time. Analysis of student responses revealed student reflections on the intentional structure of the discussion, engagement, and learning.</p>","abstract_has_math":false,"creators":["O'Donnell, Lacey"],"institution":null,"degree_name":"Education Specialist","degree_level":"Education Specialist","degree_discipline":"Education, Leadership and Public Service","degree_department":null,"school":null,"contributors":["Bethney Bergh"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-07-01T07:00:00Z","date_published":"2019-07-01T07:00:00Z","updated_at":"2026-07-24T03:24:12Z","subjects":["Discussion","Literature","Protocol","Teacher-Designed","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.nmu.edu/theses/589","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bethney Bergh"]},{"key":"dc:creator","label":"Author","values":["O'Donnell, Lacey"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-06-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education, Leadership and Public Service"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Education Specialist"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education Specialist"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Discussion","Literature","Protocol","Teacher-Designed","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.nmu.edu/theses/589"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This phenomenological research study was designed to examine student experience with a teacher-designed literature discussion protocol. The study took place in a dually enrolled high school literature classroom. The class consisted of 21 students, 13 of which were female and 8 of which were male. Throughout the course of the study, the students participated in six literature discussions using the teacher-designed protocol. After the first, third, and sixth protocol, students responded to an open-ended question gauging their experience with the protocol. All data was collected during regular class time. Analysis of student responses revealed student reflections on the intentional structure of the discussion, engagement, and learning.
"]},{"key":"dc:title","label":"Title","values":["STUDENT EXPERIENCE WITH A TEACHER-DESIGNED DISCUSSION PROTOCOL"]}]}],"canonical_facts":{"dc:contributor":["Bethney Bergh"],"dc:creator":["O'Donnell, Lacey"],"dc:date.available":["2019-06-11T07:00:00Z"],"dc:description.abstract":["This phenomenological research study was designed to examine student experience with a teacher-designed literature discussion protocol. The study took place in a dually enrolled high school literature classroom. The class consisted of 21 students, 13 of which were female and 8 of which were male. Throughout the course of the study, the students participated in six literature discussions using the teacher-designed protocol. After the first, third, and sixth protocol, students responded to an open-ended question gauging their experience with the protocol. All data was collected during regular class time. Analysis of student responses revealed student reflections on the intentional structure of the discussion, engagement, and learning.
"],"dc:identifier":["https://commons.nmu.edu/theses/589"],"dc:subject":["Discussion","Literature","Protocol","Teacher-Designed","Secondary Education"],"dc:title":["STUDENT EXPERIENCE WITH A TEACHER-DESIGNED DISCUSSION PROTOCOL"],"thesis:degree_discipline":["Education, Leadership and Public Service"],"thesis:degree_level":["Education Specialist"],"thesis:degree_name":["Education Specialist"]},"updated_at":"2026-07-24T03:24:12Z"}