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Opportunities, challenges, and trans...

Rawiszer, Hannah Rebecca.

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Opportunities, challenges, and transitions: Two methods of literacy instruction and their power over student learning.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Opportunities, challenges, and transitions: Two methods of literacy instruction and their power over student learning./
作者:	Rawiszer, Hannah Rebecca.
面頁冊數:	188 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
標題:	Education, Reading. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3626167
ISBN:	9781321007848

Opportunities, challenges, and transitions: Two methods of literacy instruction and their power over student learning.
Rawiszer, Hannah Rebecca.

Opportunities, challenges, and transitions: Two methods of literacy instruction and their power over student learning. - 188 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ph.D.)--Tennessee Technological University, 2014.

The intention of this critical study was to share the collective story of five participants' perceptions of and experiences with two different methods of literacy instruction in a Tennessee high school. A narrative framework was used to explore the participants' shared literacy experiences as they became aware of the differences, challenges, and advantages of being exposed to critical literacy as an alternative method of literacy instruction. The research adds to the discussion of the shape and content of literacy curriculum in the English classroom and disrupts the notion of social control that exists in many educational institutions.

ISBN: 9781321007848Subjects--Topical Terms:

1017790
Education, Reading.

Opportunities, challenges, and transitions: Two methods of literacy instruction and their power over student learning.
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245 1 0 $a Opportunities, challenges, and transitions: Two methods of literacy instruction and their power over student learning.
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500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Adviser: Deborah Setliff.
502 $a Thesis (Ph.D.)--Tennessee Technological University, 2014.
520 $a The intention of this critical study was to share the collective story of five participants' perceptions of and experiences with two different methods of literacy instruction in a Tennessee high school. A narrative framework was used to explore the participants' shared literacy experiences as they became aware of the differences, challenges, and advantages of being exposed to critical literacy as an alternative method of literacy instruction. The research adds to the discussion of the shape and content of literacy curriculum in the English classroom and disrupts the notion of social control that exists in many educational institutions.
520 $a Data collection included the observations of three female and two male students' exposure to two different methods of literacy instruction over a period of two weeks in April 2013. Data included transcripts of interviews, transcripts of two different methods of literacy instruction, materials related to student work, and field notes. The narrative guide for data analysis was used to organize the gathered data into storied form based on Polkinghorne's (1995) narrative framework. The researcher explored the significant literacy experiences described by the students to create the collective story based on Richardson's (1990) model of the collective narrative.
520 $a The collective story shared the literacy experiences of students influenced by dominant ideological practices. The findings indicated that the students preferred implementing literacy strategies designed to engage them in a critical analysis rather than a literal understanding of text. This study addressed the need for additional research on how literacy instruction can be infused with critical literacy methods and strategies in order to expand students' technical literacy skills to include critical examination of text and thinking.
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