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Breaking through illusions: Collabor...

Diken, Bahar Reyhan.

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Breaking through illusions: Collaboration in one college writing classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Breaking through illusions: Collaboration in one college writing classroom./
作者:	Diken, Bahar Reyhan.
面頁冊數:	332 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1633.
Contained By:	Dissertation Abstracts International64-05A.
標題:	Language, Rhetoric and Composition. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3093121

Breaking through illusions: Collaboration in one college writing classroom.
Diken, Bahar Reyhan.

Breaking through illusions: Collaboration in one college writing classroom. - 332 p.

Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1633.

Thesis (Ph.D.)--Indiana University of Pennsylvania, 2003.

This ethnographic study gives an elaborated description of collaboration in one college writing classroom by examining questions of what collaboration means to participants; whether and how collaboration helps open dialogue; how participants deal with tension; and whether and how collaboration challenges traditional classroom structures. The study also focuses on how the teacher and students position themselves as they interact in the official and unofficial spaces of the classroom.Subjects--Topical Terms:

1019205
Language, Rhetoric and Composition.

Breaking through illusions: Collaboration in one college writing classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1633.
500 $a Chair: Carole Beeghly Bencich.
502 $a Thesis (Ph.D.)--Indiana University of Pennsylvania, 2003.
520 $a This ethnographic study gives an elaborated description of collaboration in one college writing classroom by examining questions of what collaboration means to participants; whether and how collaboration helps open dialogue; how participants deal with tension; and whether and how collaboration challenges traditional classroom structures. The study also focuses on how the teacher and students position themselves as they interact in the official and unofficial spaces of the classroom.
520 $a The data, collected in the course of a 3.5-month participation in the everyday life of a classroom, include field notes of observations, interviews with twelve student participants and ongoing conversations with the teacher, transcribed audio tapes for the class periods of collaborative conversations as well as the outside-of-class meetings for the collaborative writing projects, and collection of artifacts, including students' journal entries, on-line responses, and self-evaluation papers.
520 $a Findings indicate that institutional structures and practices, particularly the assigned classroom roles, can constrain the collaborative pedagogy and limit the potential for authentic dialogue. Through the notions of underlife (Brooke, 1987), the second world of carnival (Bakhtin, 1984), and the third space (Gutierrez, 1994), the study illustrates how the possibilities for meaningful social relations and learning can be increased and how the tensions that occur in the classroom can function as occasions for new ways of thinking.
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710 2 0 $a Indiana University of Pennsylvania. $3 1019203
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