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Writing class: How perceived social...

Fleissner, Ann Marie.

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Writing class: How perceived social background influences high school English teachers teaching writing.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Writing class: How perceived social background influences high school English teachers teaching writing./
作者:	Fleissner, Ann Marie.
面頁冊數:	203 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1688.
Contained By:	Dissertation Abstracts International67-05A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3215482
ISBN:	9780542664397

Writing class: How perceived social background influences high school English teachers teaching writing.
Fleissner, Ann Marie.

Writing class: How perceived social background influences high school English teachers teaching writing. - 203 p.

Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1688.

Thesis (Ph.D.)--New York University, 2006.

A review of the vast body of literature on the affects of social class on education demonstrates that: there are differences among the ways students from different social backgrounds are taught in schools; looking closely at individual schools in ethnographic studies reveals multiple subtle mechanisms that create these differences; teacher practice may play a role in creating these differences, and may be influenced by teachers', perceptions of their students social class backgrounds and their own social backgrounds.

ISBN: 9780542664397Subjects--Topical Terms:

1018115
Education, Language and Literature.

Writing class: How perceived social background influences high school English teachers teaching writing.
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245 1 0 $a Writing class: How perceived social background influences high school English teachers teaching writing.
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500 $a Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1688.
500 $a Adviser: Gordon M. Pradl.
502 $a Thesis (Ph.D.)--New York University, 2006.
520 $a A review of the vast body of literature on the affects of social class on education demonstrates that: there are differences among the ways students from different social backgrounds are taught in schools; looking closely at individual schools in ethnographic studies reveals multiple subtle mechanisms that create these differences; teacher practice may play a role in creating these differences, and may be influenced by teachers', perceptions of their students social class backgrounds and their own social backgrounds.
520 $a Based on a close qualitative study of five high school English teachers, this dissertation examines the effects of teachers' perceptions of their students' social class on the teachers' mindsets and decisions regarding curriculum and instruction in writing. The data is analyzed and presented by looking closely at how teachers' mindsets and teaching actions differ in ways that correlate to differences in teachers' perceptions of student social class. Students' observed reactions to the different teaching actions are also presented and analyzed in a separate chapter.
520 $a The study found that teachers associate placement in specific academic tracks with class status and with ability. Teachers perceived students enrolled in the "regular" track as being lower class and as having weak writing skills, as not wanting to work very hard on their writing, as preferring to write creatively, and as needing both freedom to write creatively and structure to "brainwash" them into writing proper essays. In contrast, teachers perceived students enrolled in "gifted" tracks as being upper-middle and middle class and as being strong essay writers, as preferring to work hard on their essay writing, and as needing work on some specific stylistic features of their otherwise-strong essay writing.
520 $a The study concludes that the affect of perceived student social class on teacher mindset and teaching actions is mediated by the habitus (Bourdieu, 1984, 1991, 1998) of the teachers and the field (Bourdieu, 1984, 1991, 1998) in which they work. The habitus and field of the high school teachers encourage the teachers to see differences in students' ways of using language as differences in ability, rather than interpreting them as the effect of differences in social background.
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