{"id":{"repo_id":"texas-state","oai_identifier":"oai:digital.library.txst.edu:10877/12035"},"canonical_url":"https://search.dev.ndltd.org/etd/texas-state/oai:digital.library.txst.edu:10877/12035","repository":{"repo_id":"texas-state","name":"Texas State University","base_url":"https://digital.library.txst.edu/server/oai/request"},"display":{"title":"Congruence and Misrecognition: A Case Study of Teaching Assistants' Perceived Commentary Roles and Actual Commentary Practices in First-Year English","abstract":"In this study, I use qualitative research methods—semi-structured interviews and artifact analysis—to analyze the perceived commentary roles and actual commentary practices of five teaching assistants at my university. My study reveals two categories of TA commentary roles and practices: congruence and misrecognition. Teaching assistants demonstrate congruence between their perceived roles and actual practices when they do what they say they do when commenting on students’ texts. Teaching assistants demonstrate a misrecognition between their perceived roles and actual practices when they say they do one thing but they do another when commenting on texts. This research study reveals that as inexperienced teachers, TAs should be exposed to direct, individual specific research on commentary roles and practices because the TAs are not cognizant of their own congruence or misrecognition.","abstract_html":"In this study, I use qualitative research methods—semi-structured interviews and artifact analysis—to analyze the perceived commentary roles and actual commentary practices of five teaching assistants at my university. My study reveals two categories of TA commentary roles and practices: congruence and misrecognition. Teaching assistants demonstrate congruence between their perceived roles and actual practices when they do what they say they do when commenting on students’ texts. Teaching assistants demonstrate a misrecognition between their perceived roles and actual practices when they say they do one thing but they do another when commenting on texts. This research study reveals that as inexperienced teachers, TAs should be exposed to direct, individual specific research on commentary roles and practices because the TAs are not cognizant of their own congruence or misrecognition.","abstract_has_math":false,"creators":["McCracken, Ila Moriah"],"institution":"Texas State University-San Marcos","degree_name":"Master of Arts","degree_level":"Masters","degree_discipline":"English","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-05","date_published":"2004-05","updated_at":"2026-07-27T21:22:47Z","subjects":["graduate teaching assistants","communication in education","teacher-student relationships"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10877/12035","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["McCracken, Ila Moriah"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2020-07-10T14:54:27Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2020-07-10T14:54:27Z"]},{"key":"dc:date.issued","label":"Date","values":["2004-05"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas State University-San Marcos"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["graduate teaching assistants","communication in education","teacher-student relationships"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10877/12035"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In this study, I use qualitative research methods—semi-structured interviews and artifact analysis—to analyze the perceived commentary roles and actual commentary practices of five teaching assistants at my university. My study reveals two categories of TA commentary roles and practices: congruence and misrecognition. Teaching assistants demonstrate congruence between their perceived roles and actual practices when they do what they say they do when commenting on students’ texts. Teaching assistants demonstrate a misrecognition between their perceived roles and actual practices when they say they do one thing but they do another when commenting on texts. This research study reveals that as inexperienced teachers, TAs should be exposed to direct, individual specific research on commentary roles and practices because the TAs are not cognizant of their own congruence or misrecognition."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["1 file (.pdf)"]},{"key":"dc:title","label":"Title","values":["Congruence and Misrecognition: A Case Study of Teaching Assistants' Perceived Commentary Roles and Actual Commentary Practices in First-Year English"]}]}],"canonical_facts":{"dc:creator":["McCracken, Ila Moriah"],"dc:date.accessioned":["2020-07-10T14:54:27Z"],"dc:date.available":["2020-07-10T14:54:27Z"],"dc:date.issued":["2004-05"],"dc:description.abstract":["In this study, I use qualitative research methods—semi-structured interviews and artifact analysis—to analyze the perceived commentary roles and actual commentary practices of five teaching assistants at my university. My study reveals two categories of TA commentary roles and practices: congruence and misrecognition. Teaching assistants demonstrate congruence between their perceived roles and actual practices when they do what they say they do when commenting on students’ texts. Teaching assistants demonstrate a misrecognition between their perceived roles and actual practices when they say they do one thing but they do another when commenting on texts. This research study reveals that as inexperienced teachers, TAs should be exposed to direct, individual specific research on commentary roles and practices because the TAs are not cognizant of their own congruence or misrecognition."],"dc:format":["Text"],"dc:format.medium":["1 file (.pdf)"],"dc:identifier.uri":["https://hdl.handle.net/10877/12035"],"dc:language.iso":["en"],"dc:subject":["graduate teaching assistants","communication in education","teacher-student relationships"],"dc:title":["Congruence and Misrecognition: A Case Study of Teaching Assistants' Perceived Commentary Roles and Actual Commentary Practices in First-Year English"],"dc:type":["Thesis"],"thesis:degree_discipline":["English"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Arts"],"thesis:institution_name":["Texas State University-San Marcos"]},"updated_at":"2026-07-27T21:22:47Z"}