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Backing each other up "like in baske...

Ardell, Amy Lassiter.

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Backing each other up "like in basketball": An examination of literacy and the forms of capital among peers in an elementary school classroom community of practice.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Backing each other up "like in basketball": An examination of literacy and the forms of capital among peers in an elementary school classroom community of practice./
Author:	Ardell, Amy Lassiter.
Description:	182 p.
Notes:	Adviser: Amanda Datnow.
Contained By:	Dissertation Abstracts International68-04A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3261837

Backing each other up "like in basketball": An examination of literacy and the forms of capital among peers in an elementary school classroom community of practice.
Ardell, Amy Lassiter.

Backing each other up "like in basketball": An examination of literacy and the forms of capital among peers in an elementary school classroom community of practice. - 182 p.

Adviser: Amanda Datnow.

Thesis (Ed.D.)--University of Southern California, 2007.

As an investigation into the social aspects of literacy learning between peers in the upper elementary grades, this study addresses the primary research question, "How and when do students choose to draw on the resources of their peers in a classroom community of practice as they solve problems in their literacy work?" Two subquestions were also addressed to determine potential ways in which historically inequitable patterns of student achievement can be disrupted in the context of an innovative public school classroom: "What are the roles of the teacher and the classroom environment in this process?" and "What is the nature of students' economic, cultural, and social capital resources and how do these come into play as students undertake and complete literacy assignments?" Two complementary theoretical frameworks, sociocultural theory were employed to think about how a diverse group of fourth and fifth public school students learned to read and write: Wenger's notion of a community of practice Bourdieu's forms of capital. Students' experiences were analyzed in relationship to each theory and in an open-ended manner, using data collected from a variety of sources.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Backing each other up "like in basketball": An examination of literacy and the forms of capital among peers in an elementary school classroom community of practice.
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040 $a UMI $c UMI
100 1 $a Ardell, Amy Lassiter. $3 1278703
245 1 0 $a Backing each other up "like in basketball": An examination of literacy and the forms of capital among peers in an elementary school classroom community of practice.
300 $a 182 p.
500 $a Adviser: Amanda Datnow.
500 $a Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1382.
502 $a Thesis (Ed.D.)--University of Southern California, 2007.
520 $a As an investigation into the social aspects of literacy learning between peers in the upper elementary grades, this study addresses the primary research question, "How and when do students choose to draw on the resources of their peers in a classroom community of practice as they solve problems in their literacy work?" Two subquestions were also addressed to determine potential ways in which historically inequitable patterns of student achievement can be disrupted in the context of an innovative public school classroom: "What are the roles of the teacher and the classroom environment in this process?" and "What is the nature of students' economic, cultural, and social capital resources and how do these come into play as students undertake and complete literacy assignments?" Two complementary theoretical frameworks, sociocultural theory were employed to think about how a diverse group of fourth and fifth public school students learned to read and write: Wenger's notion of a community of practice Bourdieu's forms of capital. Students' experiences were analyzed in relationship to each theory and in an open-ended manner, using data collected from a variety of sources.
520 $a Aspects of each theory were empirically grounded in this study. The fact that the focal classroom functioned as a community of practice allowed it to nurture a set of strong and well-developed values and norms that anchored teachers' and students' efforts to activate and convert forms of economic, cultural, and social capital in strategic and productive ways. Classroom work that was closely connected to the larger social world and encouraged students' active participation gave it purpose. In turn, development of a shared repertoire was encouraged through curricular explorations that began with teachers' leadership but also incorporated relevant student knowledge and experiences. Collectively fostered understandings about literacy included the need to balance both skills and dispositions to take on personal identities as readers and writers. In this way, students' ability to utilize the social setting of the classroom to work through the interdisciplinary curriculum was central to the cultivation of a literate "habitus."
590 $a School code: 0208.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Reading. $3 1017790
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710 2 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 68-04A.
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790 1 0 $a Datnow, Amanda, $e advisor
791 $a Ed.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3261837