The Pedagogical Experiences Of Online Correctional Education English Composition Faculty: A Transcendental Phenomenological Study

Doctoral Candidate Name: Candace Chambers
Program: Curriculum and Instruction
Defense Date and Time: February 17, 2022 – 10:00 AM
Defense Location: Virtual-Zoom
Committee chair’s Name: Dr. Janaka Lewis
Committee Members: Dr. Meghan Barnes, Dr. Consuelo Salas, Dr. Beth Murray
Abstract:

There have been recent educational and political efforts in the U.S. to decrease recidivism rates by expanding correctional education (CE) college programs. Many new and current programs have had to consider the implications of integrating online learning within CE due to the COVID-19 pandemic. It is vital to understand how instruction is provided to students by their instructors. Therefore, this qualitative study explored the experiences of online English CE instructors using a transcendental phenomenology methodology. The research questions were as follows: 1) What pedagogical strategies do online English composition CE faculty use in writing instruction?; 2) How do online English composition CE faculty cultivate relationships with their students in online spaces?; and 3) What are perceived areas of needed professional development and support identified by online English composition CE faculty? Five online CE English instructors participated in the study. Data collection methods were semi-structured interviews, document collection, and a focus group. Findings suggest that the instructors’ teaching practices are influenced by the online modality and the restrictive nature of the CE setting. The instructors provided areas of needed professional development. The researcher provided recommendations for CE program directors and writing program administrators.