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Inclusion along a continuum of setti...

Farrand, Kathleen M.

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Inclusion along a continuum of settings: Discovering the possibilities when using dramatic inquiry for literacy learning to promote the academic and social success of all students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Inclusion along a continuum of settings: Discovering the possibilities when using dramatic inquiry for literacy learning to promote the academic and social success of all students./
作者:	Farrand, Kathleen M.
面頁冊數:	379 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710158
ISBN:	9781321860122

Inclusion along a continuum of settings: Discovering the possibilities when using dramatic inquiry for literacy learning to promote the academic and social success of all students.
Farrand, Kathleen M.

Inclusion along a continuum of settings: Discovering the possibilities when using dramatic inquiry for literacy learning to promote the academic and social success of all students. - 379 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--The Ohio State University, 2015.

The purpose of this qualitative ethnographic study was to explore inclusion along a continuum of educational placements by examining how classroom literacy teachers transform through the use of dramatic inquiry with students with special rights in inclusive settings. The main research question used for the research was: "How is the inclusion of students in collaborative activities affected by the classroom teacher's changing practices in response to her awareness of how teacher and students are positioning one another?" Data were obtained from two different classrooms along a continuum of educational placements during teaching of units using dramatic inquiry. The settings included in the study were a high school classroom in a public residential school for the bind and a general education elementary classroom in a public elementary school, both in the Midwestern United States. The instructional strategies for literacy instruction in both classrooms were based on dramatic inquiry (Edmiston, 2014), which combines dramatic teaching for learning with inquiry-based instruction. Students, alongside their teacher collaborated to make meaning together as they stepped into real world and fictional spaces to explore different possibilities connected to a text.

ISBN: 9781321860122Subjects--Topical Terms:

516693
Special education.

Inclusion along a continuum of settings: Discovering the possibilities when using dramatic inquiry for literacy learning to promote the academic and social success of all students.
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245 1 0 $a Inclusion along a continuum of settings: Discovering the possibilities when using dramatic inquiry for literacy learning to promote the academic and social success of all students.
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500 $a Advisers: Tiffany Wild; Brian Edmiston.
502 $a Thesis (Ph.D.)--The Ohio State University, 2015.
520 $a The purpose of this qualitative ethnographic study was to explore inclusion along a continuum of educational placements by examining how classroom literacy teachers transform through the use of dramatic inquiry with students with special rights in inclusive settings. The main research question used for the research was: "How is the inclusion of students in collaborative activities affected by the classroom teacher's changing practices in response to her awareness of how teacher and students are positioning one another?" Data were obtained from two different classrooms along a continuum of educational placements during teaching of units using dramatic inquiry. The settings included in the study were a high school classroom in a public residential school for the bind and a general education elementary classroom in a public elementary school, both in the Midwestern United States. The instructional strategies for literacy instruction in both classrooms were based on dramatic inquiry (Edmiston, 2014), which combines dramatic teaching for learning with inquiry-based instruction. Students, alongside their teacher collaborated to make meaning together as they stepped into real world and fictional spaces to explore different possibilities connected to a text.
520 $a This is the first time that collaborative inquiry has been done with classroom teachers with a sociocultural theoretical framework using dramatic inquiry to examine teachers changing pedagogy to support inclusion using my definition of inclusion in settings along a continuum of educational placements. The collaborative inquiry research was conducted alongside the classroom teachers to include their voice alongside the researchers to inform and improve their own practice. The classroom teacher participants changing practice was identified using an adaptation of Emig's (1983) inquiry paradigm to examine how each teacher's theoretical framework, governing gaze, assumptions, and actions changed over time based on their past and present teaching with dramatic inquiry to include students with special rights. A sociocultural theoretical perspective, with a focus on identity, agency, and power, was used to explain why classroom literacy teachers who are committed to inclusion would want to use dramatic inquiry in their teaching. Positioning theory (Harre & Langenhove, 1999) was used to examine the inclusion of students with a dramatic inquiry pedagogy along a continuum of placements.
520 $a The dramatic inquiry methodology appeared to be a valuable methodology to include students with special rights in learning and support all students in having power in the classroom. Another finding was that the teachers use of mediating tools and signs, which included multiple modes, supported teaching and learning activities that did not privilege one mode of communication over another and supported the inclusion of all students in meaning making. The teacher participant's awareness of how she positions her students, how students position themselves, and how students position each other was another factor affecting the inclusion of students with special rights. Lastly, collaborative inquiry was another contributing factor for the teachers in their awareness of their transformation over time using dramatic inquiry.
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