東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

All our voices: Developing critical ...

Whatley, Kristina Doot.

FindBook

Google Book

Amazon

博客來

All our voices: Developing critical literacy and exploring identity in a secondary English classroom.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	All our voices: Developing critical literacy and exploring identity in a secondary English classroom./
作者:	Whatley, Kristina Doot.
面頁冊數:	174 p.
附註:	Source: Masters Abstracts International, Volume: 52-05.
Contained By:	Masters Abstracts International52-05(E).
標題:	Education, General. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1553685
ISBN:	9781303810749

All our voices: Developing critical literacy and exploring identity in a secondary English classroom.
Whatley, Kristina Doot.

All our voices: Developing critical literacy and exploring identity in a secondary English classroom. - 174 p.

Source: Masters Abstracts International, Volume: 52-05.

Thesis (M.A.)--University of California, San Diego, 2014.

AOV focuses on building critical literacy skills by using two kinds of writing: narrative reflections and academic criticisms. The writing encourages students to critically analyze their own experiences, and then contextualize those experiences among a greater sociopolitical context. Students read "Their Eyes Were Watching God," a novel about an African-American woman on a search for happiness, and supplementary non-fiction texts in order to define and analyze their own identities, although any number of texts could have been used. When students were discussing and writing about themselves, they wrote for an audience of their peers, and when students were discussing and writing about others' identities, they wrote for a community of academics. This ability to switch registers for specific contexts is a necessary skill in the English classroom. The curriculum culminated in a project in which students created a video exploring their multiple identities. Participating students generally mastered only one register--formal or informal--and approximately half were able to critically analyze their own identities and experiences. However, almost all students complicated their concept of academic identity, defining a scholar as someone who questions and seeks answers rather than someone who merely succeeds in school. Student progress in the academic register after the implementation of the curriculum suggests this changed self-concept could be a precursor to academic achievement.

ISBN: 9781303810749Subjects--Topical Terms:

1019158
Education, General.

All our voices: Developing critical literacy and exploring identity in a secondary English classroom.
LDR:02385nam a2200277 4500 001 1967253
005 20141112080246.5
008 150210s2014 ||||||||||||||||| ||eng d
020 $a 9781303810749
035 $a (MiAaPQ)AAI1553685
035 $a AAI1553685
040 $a MiAaPQ $c MiAaPQ
100 1 $a Whatley, Kristina Doot. $3 2104211
245 1 0 $a All our voices: Developing critical literacy and exploring identity in a secondary English classroom.
300 $a 174 p.
500 $a Source: Masters Abstracts International, Volume: 52-05.
500 $a Adviser: Marcia Sewall.
502 $a Thesis (M.A.)--University of California, San Diego, 2014.
520 $a AOV focuses on building critical literacy skills by using two kinds of writing: narrative reflections and academic criticisms. The writing encourages students to critically analyze their own experiences, and then contextualize those experiences among a greater sociopolitical context. Students read "Their Eyes Were Watching God," a novel about an African-American woman on a search for happiness, and supplementary non-fiction texts in order to define and analyze their own identities, although any number of texts could have been used. When students were discussing and writing about themselves, they wrote for an audience of their peers, and when students were discussing and writing about others' identities, they wrote for a community of academics. This ability to switch registers for specific contexts is a necessary skill in the English classroom. The curriculum culminated in a project in which students created a video exploring their multiple identities. Participating students generally mastered only one register--formal or informal--and approximately half were able to critically analyze their own identities and experiences. However, almost all students complicated their concept of academic identity, defining a scholar as someone who questions and seeks answers rather than someone who merely succeeds in school. Student progress in the academic register after the implementation of the curriculum suggests this changed self-concept could be a precursor to academic achievement.
590 $a School code: 0033.
650 4 $a Education, General. $3 1019158
650 4 $a Education, Secondary. $3 539262
690 $a 0515
690 $a 0533
710 2 $a University of California, San Diego. $b Education Studies. $3 2092364
773 0 $t Masters Abstracts International $g 52-05(E).
790 $a 0033
791 $a M.A.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1553685