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Teachers' experiences in and percept...

McIntyre-McCullough, Keisha.

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Teachers' experiences in and perceptions of their 12th-grade British literature classrooms.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teachers' experiences in and perceptions of their 12th-grade British literature classrooms./
作者:	McIntyre-McCullough, Keisha.
面頁冊數:	267 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
Contained By:	Dissertation Abstracts International75-05A(E).
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3608757
ISBN:	9781303671647

Teachers' experiences in and perceptions of their 12th-grade British literature classrooms.
McIntyre-McCullough, Keisha.

Teachers' experiences in and perceptions of their 12th-grade British literature classrooms. - 267 p.

Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.

Thesis (Ed.D.)--Florida International University, 2013.

The purpose of this study was to understand the experiences and perceptions of 12th-grade literature teachers about curriculum, Post-Colonial literature, and students. Theories posed by Piaget (1995), Vygotsky (1995), and Rosenblatt (1995) formed the framework for this micro-ethnographic study. Seven teachers from public and private schools in South Florida participated in this two-phase study; three teachers in Phase I and four in Phase II. All participants completed individual semi-structured interviews and demographic surveys. In addition, four of the teachers were observed teaching.

ISBN: 9781303671647Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Teachers' experiences in and perceptions of their 12th-grade British literature classrooms.
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500 $a Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
500 $a Adviser: Linda Spears-Bunton.
502 $a Thesis (Ed.D.)--Florida International University, 2013.
520 $a The purpose of this study was to understand the experiences and perceptions of 12th-grade literature teachers about curriculum, Post-Colonial literature, and students. Theories posed by Piaget (1995), Vygotsky (1995), and Rosenblatt (1995) formed the framework for this micro-ethnographic study. Seven teachers from public and private schools in South Florida participated in this two-phase study; three teachers in Phase I and four in Phase II. All participants completed individual semi-structured interviews and demographic surveys. In addition, four of the teachers were observed teaching.
520 $a The analysis yielded three themes and two sub-themes: (a) knowledge concerned teachers' knowledge of British literature content and Post-Colonial authors and their literature; (b) freedom described teachers' freedom to choose how to teach their content. Included in this theme was dilemmas associated with 12th-grade classrooms which described issues that were pertinent to the 12th-grade teacher and classroom that were revealed by the study; and (c) thoughts about students described teachers' perceptions about students and how literature might affect the students. Two subthemes of knowledge were as follows:(1) text complexity described teacher responses to a Post-Colonial text's complexity and (2) student desirability/teachability described teachers' perception about how desirable Post-Colonial texts would be to students and whether teachers would be willing to teach these texts.
520 $a The researcher offers recommendations for understanding factors associated with 12th-grade teachers perceptions and implications for enhancing the 12th-grade experience for teachers and curriculum, based on this study: (a) build teacher morale and capacity, (b) treat all students as integral components of the teaching and learning process; teachers in this study thought teaching disenfranchised learners was a form of punishment meted out by the administration, and (c) include more Post-Colonial authors in school curricula in colleges and schools as most teachers in this study did not study this type of literature nor knew how to teach it.
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