Date

4-18-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Amy Schechter

Keywords

Note-taking, military-connected, writing, middle school, dual coding theory, picture superiority effect, process approach to writing, military connection, middle school writing, teacher perceptions

Disciplines

Curriculum and Instruction

Abstract

The purpose of this phenomenological study was to understand the influence of note-taking strategies on student writing for teachers in the military-connected middle school classroom. The guiding theories for this study were Lev Vygotsky’s sociocultural theory of cognitive development and its influence on note-taking instruction and student writing in the military-connected middle school classroom. The central question for the study stated: What are teachers’ perceptions regarding the influence note-taking strategies have on writing in the military-connected middle school classroom? The participants were middle school teachers with at least three years of experience teaching in military-connected middle school classrooms. Participants had a valid and current teaching certificate and implemented at least one consistent note-taking strategy. The recruitment method included word-of-mouth convenience sampling and snowball sampling. Data collection methods followed van Manen's collection methods, including individual interviews, a focus group, and a letter-writing activity. The collected data was analyzed using the first cycle analysis with a line-by-line open coding process, followed by a second read with cross-referencing and development of themes. Then, a third read took place, utilizing a second cycle of axial coding. The credibility of the data synthesis included data triangulation, peer debriefing, and member checks. Results indicated a shared desire by all participants for teacher training for teaching note-taking and writing. Future studies were suggested, and additional policy changes were also shared.

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