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The power of teachers: Exploring ide...

Kang, Grace Y.

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The power of teachers: Exploring identity, agency, and collaboration in the context of literacy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The power of teachers: Exploring identity, agency, and collaboration in the context of literacy./
Author:	Kang, Grace Y.
Description:	190 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
Contained By:	Dissertation Abstracts International77-04A(E).
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3737724
ISBN:	9781339274645

The power of teachers: Exploring identity, agency, and collaboration in the context of literacy.
Kang, Grace Y.

The power of teachers: Exploring identity, agency, and collaboration in the context of literacy. - 190 p.

Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2015.

This is a time when teachers are not treated as professionals and often are blamed for the state of today's public education system. Although, there are deep complexities (i.e., race, class, language, funding) that contribute to the inequities in schools, blaming teachers cannot be the answer to such a complicated problem. Interestingly, more than ever, teachers are faced with numerous top-down pressures, mandates, and "teacher-proof" curricula.

ISBN: 9781339274645Subjects--Topical Terms:

3172312
Teacher education.

The power of teachers: Exploring identity, agency, and collaboration in the context of literacy.
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100 1 $a Kang, Grace Y. $3 3189991
245 1 4 $a The power of teachers: Exploring identity, agency, and collaboration in the context of literacy.
300 $a 190 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
500 $a Adviser: Sarah J. McCarthey.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2015.
520 $a This is a time when teachers are not treated as professionals and often are blamed for the state of today's public education system. Although, there are deep complexities (i.e., race, class, language, funding) that contribute to the inequities in schools, blaming teachers cannot be the answer to such a complicated problem. Interestingly, more than ever, teachers are faced with numerous top-down pressures, mandates, and "teacher-proof" curricula.
520 $a This dissertation investigates teachers' values, beliefs, and ideologies through observations of their various forms of collaboration and classroom instruction, as well as interviews with the participants to understand their past and present experiences. This project explores teachers' backgrounds, experiences, and ways in which they have been prepared to teach. In a 6-month qualitative study of a focal teacher, his colleagues, and his classroom I highlight the complexities of teaching and how teachers negotiate their understandings with one another in spaces that take place during and beyond the school day in an era of high-stakes testing. Moreover, because the aim of the study is to unpack the complexities of teachers' perspectives, values, and beliefs within literacy, in the current political backdrop the main research questions that guided this study are: What is the nature of collaborative practices in the school building surrounding literacy? What is the nature of teachers' agency over the literacy curriculum? How does participation in collaborative practices relate to literacy instruction?
520 $a Data for this study comes from the perspectives of three 4th grade teachers as they met during grade level collaboration sessions and multiple interviews, as well as the classroom literacy instruction and practice of the focal teacher. In addition, this study presents the focal teacher's interactions with his students and furthermore illustrates teachers' negotiations of identity and agency in a high-stakes era. In sum, this project attends to the perspectives of those who are in the field day in and day out, fully aware of their students' needs, and are often discredited. This study clarifies issues related to teacher education, professional development, and teacher practice.
590 $a School code: 0090.
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650 4 $a Elementary education. $3 641385
650 4 $a Language arts. $3 532624
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710 2 $a University of Illinois at Urbana-Champaign. $b Curriculum and Instruction. $3 2093667
773 0 $t Dissertation Abstracts International $g 77-04A(E).
790 $a 0090
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3737724