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Literacies, identities, and interdis...

Smith, Katherine Anne.

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Literacies, identities, and interdisciplinary curriculum.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Literacies, identities, and interdisciplinary curriculum./
作者:	Smith, Katherine Anne.
面頁冊數:	212 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-11, Section: A, page: 3681.
Contained By:	Dissertation Abstracts International62-11A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3033361
ISBN:	0493464662

Literacies, identities, and interdisciplinary curriculum.
Smith, Katherine Anne.

Literacies, identities, and interdisciplinary curriculum. - 212 p.

Source: Dissertation Abstracts International, Volume: 62-11, Section: A, page: 3681.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2001.

This study examined literacy practices in an interdisciplinary program for ninth-graders, known as Freshman Studies. The program, in its seventh year when the research was conducted, was taught by teams consisting of an English teacher, a science teacher, and a social studies teacher. During the year of the study, four sections of the program served approximately 65% of the school's ninth graders; this research focused on the teachers and students in two of those teams.

ISBN: 0493464662Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Literacies, identities, and interdisciplinary curriculum.
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500 $a Source: Dissertation Abstracts International, Volume: 62-11, Section: A, page: 3681.
500 $a Supervisor: Michael W. Apple.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2001.
520 $a This study examined literacy practices in an interdisciplinary program for ninth-graders, known as Freshman Studies. The program, in its seventh year when the research was conducted, was taught by teams consisting of an English teacher, a science teacher, and a social studies teacher. During the year of the study, four sections of the program served approximately 65% of the school's ninth graders; this research focused on the teachers and students in two of those teams.
520 $a Participant observation, ethnographic interviewing of teachers and ten focus students, and document collection and analysis were used to generate data. Basil Bernstein's notions of classification and framing, as well as of competence and performance models of curriculum, were used as tools of analysis. James Gee's four-part framework was used as a tool to analyze the ways that literacy events and practices contributed to students' identity formation.
520 $a The study found that the curriculum model in this school was competence-based in orientation, but that it also contained elements of a performance orientation. The interdisciplinary structure of the Freshman Studies Program was found to have provided many opportunities for the students to engage in critical literacy practices, although it cannot be considered that a strict causal relationship exists between interdisciplinanty and critical literacy. The school's policy of segregating some students into an "all-honors" section of the program was found to have created some tensions for the teachers and students involved in the study; some young people readily accepted the identity of "honors student," while at the same time others resisted it.
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