東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Exploring adolescent literacy: Re/f...

Jeremiah, Maxine Ann.

FindBook

Google Book

Amazon

博客來

Exploring adolescent literacy: Re/framing Afro-Caribbean students' discourse practices in English classrooms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring adolescent literacy: Re/framing Afro-Caribbean students' discourse practices in English classrooms./
作者:	Jeremiah, Maxine Ann.
面頁冊數:	141 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2764.
Contained By:	Dissertation Abstracts International64-08A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3101424

Exploring adolescent literacy: Re/framing Afro-Caribbean students' discourse practices in English classrooms.
Jeremiah, Maxine Ann.

Exploring adolescent literacy: Re/framing Afro-Caribbean students' discourse practices in English classrooms. - 141 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2764.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2003.

This study examines the discourse practices of Afro-Caribbean students in English classrooms. It seeks to explore how students and teachers co/construct salient literacy events and practices through interactions in the socially constructed moments in the classroom. The study also investigates how issues of power and authority get enacted through discourse practices in the classroom. Additionally, this study is an investigation into what counts as literacy practices in the English classroom context.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Exploring adolescent literacy: Re/framing Afro-Caribbean students' discourse practices in English classrooms.
LDR:03157nmm 2200325 4500 001 1860975
005 20041108065503.5
008 130614s2003 eng d
035 $a (UnM)AAI3101424
035 $a AAI3101424
040 $a UnM $c UnM
100 1 $a Jeremiah, Maxine Ann. $3 1948599
245 1 0 $a Exploring adolescent literacy: Re/framing Afro-Caribbean students' discourse practices in English classrooms.
300 $a 141 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2764.
500 $a Supervisor: Gloria Ladson-Billings.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2003.
520 $a This study examines the discourse practices of Afro-Caribbean students in English classrooms. It seeks to explore how students and teachers co/construct salient literacy events and practices through interactions in the socially constructed moments in the classroom. The study also investigates how issues of power and authority get enacted through discourse practices in the classroom. Additionally, this study is an investigation into what counts as literacy practices in the English classroom context.
520 $a Ethnographic methods were used to generate data in a 10th and 12th grade regular English classroom at an urban school in southern United States. Data was collected through participant observation, interviews, student written artifacts, as well as school and state documents. Literature on literacy practices in culturally and linguistically diverse communities, research on language practices on Afro-Caribbean students, as well as literature on classroom discourse also informed this study. Vygotsky's cultural historical theory of learning provides the lens through which this study was situated. This theory allowed the interrogation of language as a tool for learning, student agency in negotiations in the learning process, as well as social, cultural & historical influences on sites of learning.
520 $a The study finds that Afro-Caribbean students' use of particular discourses in the classroom simultaneously shows their understanding of school sanctioned discourse practices and as well as their agency in reframing/resisting them. Additionally, Discourses produced outside of the classroom shape the kinds of literacy practices and interactions that the students are allowed to engage in throughout the academic year.
520 $a This study implies the importance of utilizing student discourse practices to facilitate literacy learning. It also contributes to our understanding of the relationship between language and learning in literacy instruction in English classrooms. Furthermore, it contributes to the research on Afro-Caribbean students that emphasizes the power of using the students' language/s in the classroom to facilitate learning.
590 $a School code: 0262.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Secondary. $3 539262
650 4 $a Black Studies. $3 1017673
690 $a 0727
690 $a 0282
690 $a 0533
690 $a 0325
710 2 0 $a The University of Wisconsin - Madison. $3 626640
773 0 $t Dissertation Abstracts International $g 64-08A.
790 1 0 $a Ladson-Billings, Gloria, $e advisor
790 $a 0262
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3101424