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High school students' experiences in...

Goldberg, Gravity.

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High school students' experiences in a newly participatory English classroom.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	High school students' experiences in a newly participatory English classroom./
作者:	Goldberg, Gravity.
面頁冊數:	241 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3561.
Contained By:	Dissertation Abstracts International71-10A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3425007
ISBN:	9781124255057

High school students' experiences in a newly participatory English classroom.
Goldberg, Gravity.

High school students' experiences in a newly participatory English classroom. - 241 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3561.

Thesis (Ed.D.)--Teachers College, Columbia University, 2010.

Adolescents are often constructed as struggling readers by schools that use a transmission of knowledge model. Students are judged on whether or not they get the "right" answers from the texts they read. School members including teachers, administrators, specialists, and the students themselves begin seeing students as the labels they have constructed for them and stop seeing the individuals who are in the classrooms.

ISBN: 9781124255057Subjects--Topical Terms:

1018115
Education, Language and Literature.

High school students' experiences in a newly participatory English classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3561.
500 $a Adviser: Karen Zumwalt.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2010.
520 $a Adolescents are often constructed as struggling readers by schools that use a transmission of knowledge model. Students are judged on whether or not they get the "right" answers from the texts they read. School members including teachers, administrators, specialists, and the students themselves begin seeing students as the labels they have constructed for them and stop seeing the individuals who are in the classrooms.
520 $a This case study describes what happens when a high school English class attempts to abandon the transmission model and take up a participatory approach to teaching and learning. It documents the ways these students began to view literacy, English class, and themselves within a participatory approach. This study documents the various ways both the teacher and the students participated in literacy experiences, as well as the tensions that arose in the classroom as a result of the influence of the larger school culture.
520 $a This case study took place in one tenth grade English classroom consisting of one teacher and 12 tenth grade students, many of whom had been labeled "at risk" or "disabled." By observing the context, interviewing participants, and examining documents I began to gather data and describe the experiences of this particular group of students. The students participated in a research project, class discussions, self-selected independent reading, and written reflections.
520 $a Students began to experience literacy in new ways and to participate in classroom events that highlighted the interpretive and personal aspects of literacy. Some students began to view themselves in new and more complicated ways as literacy learners and to self-identify as readers by the end of their time in this English class. The teacher did acknowledge many tensions around students focusing on getting the "right" answer from a text, students being motivated by grades, and students resisting thinking for themselves. The students experienced tensions around being forced to take notes, viewing learning for future purposes, and questioning the teacher's new approach.
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