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

We the authors: Case studies from a ...

Huckabee, Heidi.

FindBook

Google Book

Amazon

博客來

We the authors: Case studies from a collaborative book publishing project in an eighth grade language arts classroom.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	We the authors: Case studies from a collaborative book publishing project in an eighth grade language arts classroom./
作者:	Huckabee, Heidi.
面頁冊數:	255 p.
附註:	Adviser: Elizabeth (Betsy) Noll.
Contained By:	Dissertation Abstracts International68-01A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3249827

We the authors: Case studies from a collaborative book publishing project in an eighth grade language arts classroom.
Huckabee, Heidi.

We the authors: Case studies from a collaborative book publishing project in an eighth grade language arts classroom. - 255 p.

Adviser: Elizabeth (Betsy) Noll.

Thesis (Ph.D.)--The University of New Mexico, 2006.

This qualitative study examines how eighth grade students perceive themselves as writers when they work collaboratively to publish a folklore book in their language arts classroom. The year-long project involved students interviewing each other and community members as they sought to collect folklore in the form of folktales and rhymes in an effort to discover traditions that form our identities and help shape our lives while providing a sense of community cohesiveness. The project resulted in a published book of community oral history. Case studies were conducted with six eighth grade students during a five month period as they sought to answer the question, what do eighth grade students learn about themselves as writers when they work collaboratively to publish a book in their English classroom. Data collection came in the form of observations, interviews with students and their parents, journals, and writing samples.Subjects--Topical Terms:

1018115
Education, Language and Literature.

We the authors: Case studies from a collaborative book publishing project in an eighth grade language arts classroom.
LDR:03225nam 2200289 a 45 001 958518
005 20110704
008 110704s2006 eng d
035 $a (UMI)AAI3249827
035 $a AAI3249827
040 $a UMI $c UMI
100 1 $a Huckabee, Heidi. $3 1281979
245 1 0 $a We the authors: Case studies from a collaborative book publishing project in an eighth grade language arts classroom.
300 $a 255 p.
500 $a Adviser: Elizabeth (Betsy) Noll.
500 $a Source: Dissertation Abstracts International, Volume: 68-01, Section: A, page: 0113.
502 $a Thesis (Ph.D.)--The University of New Mexico, 2006.
520 $a This qualitative study examines how eighth grade students perceive themselves as writers when they work collaboratively to publish a folklore book in their language arts classroom. The year-long project involved students interviewing each other and community members as they sought to collect folklore in the form of folktales and rhymes in an effort to discover traditions that form our identities and help shape our lives while providing a sense of community cohesiveness. The project resulted in a published book of community oral history. Case studies were conducted with six eighth grade students during a five month period as they sought to answer the question, what do eighth grade students learn about themselves as writers when they work collaboratively to publish a book in their English classroom. Data collection came in the form of observations, interviews with students and their parents, journals, and writing samples.
520 $a From the analysis of the audio-taped observations students were heard practicing literacy skills utilizing such social communication strategies as discussion and compromise. Analysis of the journals and writing samples further revealed that students' writing experiences were enhanced by the collaborative process in which they engaged. It was discovered that this process for learning provided the mutual support necessary to their learning and growth as writers. Students were able to recognize and capitalize on their own strengths as they worked together to problem solve in their writing. The collaborative process then enabled them to share and teach what they knew to others. Sharing, doing, and practicing were found to be the most desired strategies for building confidence as writers. Students engaged in higher levels of learning such as analysis and synthesis while designing their own curriculum for the class and working with the data they collected for their project. The students revealed that they want and need to have authentic learning in school, and publishing a book made available for public consumption is a method of meeting that need. Study results also demonstrated that building bonds with each other during this year long project aided in establishing a worthwhile identity with self, group, family, and community.
590 $a School code: 0142.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Secondary. $3 539262
650 4 $a Folklore. $3 528224
690 $a 0279
690 $a 0358
690 $a 0533
710 2 0 $a The University of New Mexico. $3 1018024
773 0 $t Dissertation Abstracts International $g 68-01A.
790 $a 0142
790 1 0 $a Noll, Elizabeth (Betsy), $e advisor
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3249827