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Reading and Responding to Children's...

Durriyah, Tati Lathipatud.

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Reading and Responding to Children's Literature: A Qualitative Study of Indonesian Preservice Teachers' Response in an Introduction to Children's Literature Course.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reading and Responding to Children's Literature: A Qualitative Study of Indonesian Preservice Teachers' Response in an Introduction to Children's Literature Course./
作者:	Durriyah, Tati Lathipatud.
面頁冊數:	219 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
Contained By:	Dissertation Abstracts International76-05A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3673206
ISBN:	9781321508697

Reading and Responding to Children's Literature: A Qualitative Study of Indonesian Preservice Teachers' Response in an Introduction to Children's Literature Course.
Durriyah, Tati Lathipatud.

Reading and Responding to Children's Literature: A Qualitative Study of Indonesian Preservice Teachers' Response in an Introduction to Children's Literature Course. - 219 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.

Thesis (Ph.D.)--The Ohio State University, 2014.

This qualitative study describes the experience of eleven Indonesian preservice teachers as they read and learned about children's literature in an introduction to children's literature course during one academic semester. Informed by reader response theories, teacher learning, and literary and aesthetic theories of picturebooks, this study examines the preservice teachers' responses to the instruction in an introduction to children's literature course, and their literary responses to children's literature taught in the course. In terms of how the preservice teachers responded to the course instruction, I addressed the question: How did the Indonesian preservice teachers respond to the instruction in an introduction to children's literature course? And the guiding questions related to their literary response were: How did the Indonesian preservice teachers respond to children's literature being taught in the course? What aspects of social and cultural experiences influence their responses to children's literature?.

ISBN: 9781321508697Subjects--Topical Terms:

2122756
Reading instruction.

Reading and Responding to Children's Literature: A Qualitative Study of Indonesian Preservice Teachers' Response in an Introduction to Children's Literature Course.
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245 1 0 $a Reading and Responding to Children's Literature: A Qualitative Study of Indonesian Preservice Teachers' Response in an Introduction to Children's Literature Course.
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500 $a Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
500 $a Adviser: Barbara Kiefer.
502 $a Thesis (Ph.D.)--The Ohio State University, 2014.
520 $a This qualitative study describes the experience of eleven Indonesian preservice teachers as they read and learned about children's literature in an introduction to children's literature course during one academic semester. Informed by reader response theories, teacher learning, and literary and aesthetic theories of picturebooks, this study examines the preservice teachers' responses to the instruction in an introduction to children's literature course, and their literary responses to children's literature taught in the course. In terms of how the preservice teachers responded to the course instruction, I addressed the question: How did the Indonesian preservice teachers respond to the instruction in an introduction to children's literature course? And the guiding questions related to their literary response were: How did the Indonesian preservice teachers respond to children's literature being taught in the course? What aspects of social and cultural experiences influence their responses to children's literature?.
520 $a The narrative method was used to examine the life experiences of preservice teachers in their responses. Data sources included a survey, interviews, recorded course sessions, preservice teachers artifacts, and an instructor reflection log.
520 $a Descriptions of the organization of the course provide the context that facilitated the responses. The findings for the course instruction reveal a range of themes pertaining to the preservice teachers' experiences with literature during their participation in the course. The themes centered on: reading, literature, picturebooks, thinking about using literature for teaching, literature-related activities, reading aloud, and becoming teachers of literature. The findings for the responses to the children's literature picturebooks being taught indicated the preservice teachers focus primarily on analytical, personal, intertextual, and transparent aspects. The tales of two preservice teachers illustrate a range of cultural resources that influenced their responses as readers and future teachers.
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