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

Case Study of an Indigenous Teacher'...

Heppner, Denise Hudspith.

FindBook

Google Book

Amazon

博客來

Case Study of an Indigenous Teacher's Writing Instruction: Tensions and Negotiations Among Western Discourses of Writing and 8 Ways Aboriginal Principles.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Case Study of an Indigenous Teacher's Writing Instruction: Tensions and Negotiations Among Western Discourses of Writing and 8 Ways Aboriginal Principles./
作者:	Heppner, Denise Hudspith.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	255 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
標題:	Multicultural education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27832922
ISBN:	9798662392465

Case Study of an Indigenous Teacher's Writing Instruction: Tensions and Negotiations Among Western Discourses of Writing and 8 Ways Aboriginal Principles.
Heppner, Denise Hudspith.

Case Study of an Indigenous Teacher's Writing Instruction: Tensions and Negotiations Among Western Discourses of Writing and 8 Ways Aboriginal Principles. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 255 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2020.

This item must not be sold to any third party vendors.

This research investigated an Indigenous teacher's pedagogy in a rural First Nation school in order to gain insight into culturally responsive writing instruction. Pre-service and in-service educators have identified significant challenges in the teaching of writing, feeling unprepared and/or lacking confidence to teach this essential skill. Additionally, many teachers feel uncomfortable and/or ill-equipped to incorporate Indigenous content and perspectives into their classrooms. Resulting from generations of on-going colonial oppression, educational disparities in literacy development have been identified between Indigenous and non-Indigenous students. Along with a focus on traditional language and cultural revitalization, Indigenous families in Canada have advocated education for their children in the dominant literacy practices of schooling. With a growing Indigenous population, educators are seeking ways to respectfully and successfully integrate cultural perspectives, content, and traditional ways of knowing/learning into their classrooms. This study addressed the paucity of research on writing development in Canada conducted within rural areas and with Indigenous Peoples.Case study methodology was utilized. Qualitative data was collected and analyzed in the form of classroom observations, formal and informal interviews, and collection of artifacts (e.g., student writing, curricular resources, etc.). An initial objective of this study was to identify which of six evidence-based discourses of writing (Ivanic, 2004) were employed in the teacher's instructional approaches and beliefs about writing instruction. Findings revealed that she utilized all six at varying times over the course of the classroom observations, reflecting a comprehensive approach to teaching writing. Tensions were revealed between conflicting discourses, some remained unresolved while others were successfully negotiated. The second question in this study sought to determine which of the 8 Ways Aboriginal pedagogies (Yunkaporta, 2009) did the teacher utilize in her writing instruction. In addition to incorporating local cultural content she utilized all instructional methods identified through the 8 Ways framework. Examination of classroom practices revealed an overlap between Western discourse theory and the Indigenous 8 Ways pedagogy framework. Utilization of Indigenous instructional strategies directly address the Truth and Reconciliation Commission of Canada's (2015d) call to action regarding the integration of Indigenous knowledge and teaching methods into classrooms.

ISBN: 9798662392465Subjects--Topical Terms:

526718
Multicultural education.
Subjects--Index Terms:

Culturally responsive

Case Study of an Indigenous Teacher's Writing Instruction: Tensions and Negotiations Among Western Discourses of Writing and 8 Ways Aboriginal Principles.
LDR:03897nmm a2200397 4500 001 2281491
005 20210920103216.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798662392465
035 $a (MiAaPQ)AAI27832922
035 $a AAI27832922
040 $a MiAaPQ $c MiAaPQ
100 1 $a Heppner, Denise Hudspith. $3 3560154
245 1 0 $a Case Study of an Indigenous Teacher's Writing Instruction: Tensions and Negotiations Among Western Discourses of Writing and 8 Ways Aboriginal Principles.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 255 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
500 $a Advisor: Peterson, Shelley S.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2020.
506 $a This item must not be sold to any third party vendors.
520 $a This research investigated an Indigenous teacher's pedagogy in a rural First Nation school in order to gain insight into culturally responsive writing instruction. Pre-service and in-service educators have identified significant challenges in the teaching of writing, feeling unprepared and/or lacking confidence to teach this essential skill. Additionally, many teachers feel uncomfortable and/or ill-equipped to incorporate Indigenous content and perspectives into their classrooms. Resulting from generations of on-going colonial oppression, educational disparities in literacy development have been identified between Indigenous and non-Indigenous students. Along with a focus on traditional language and cultural revitalization, Indigenous families in Canada have advocated education for their children in the dominant literacy practices of schooling. With a growing Indigenous population, educators are seeking ways to respectfully and successfully integrate cultural perspectives, content, and traditional ways of knowing/learning into their classrooms. This study addressed the paucity of research on writing development in Canada conducted within rural areas and with Indigenous Peoples.Case study methodology was utilized. Qualitative data was collected and analyzed in the form of classroom observations, formal and informal interviews, and collection of artifacts (e.g., student writing, curricular resources, etc.). An initial objective of this study was to identify which of six evidence-based discourses of writing (Ivanic, 2004) were employed in the teacher's instructional approaches and beliefs about writing instruction. Findings revealed that she utilized all six at varying times over the course of the classroom observations, reflecting a comprehensive approach to teaching writing. Tensions were revealed between conflicting discourses, some remained unresolved while others were successfully negotiated. The second question in this study sought to determine which of the 8 Ways Aboriginal pedagogies (Yunkaporta, 2009) did the teacher utilize in her writing instruction. In addition to incorporating local cultural content she utilized all instructional methods identified through the 8 Ways framework. Examination of classroom practices revealed an overlap between Western discourse theory and the Indigenous 8 Ways pedagogy framework. Utilization of Indigenous instructional strategies directly address the Truth and Reconciliation Commission of Canada's (2015d) call to action regarding the integration of Indigenous knowledge and teaching methods into classrooms.
590 $a School code: 0779.
650 4 $a Multicultural education. $3 526718
650 4 $a Language arts. $3 532624
650 4 $a Pedagogy. $3 2122828
650 4 $a Native American studies. $3 2122730
653 $a Culturally responsive
653 $a Indigenous
653 $a Reconciliation
653 $a Social justice
653 $a Writing development
653 $a Writing pedagogy
690 $a 0455
690 $a 0279
690 $a 0456
690 $a 0740
710 2 $a University of Toronto (Canada). $b Curriculum, Teaching and Learning. $3 2095033
773 0 $t Dissertations Abstracts International $g 82-01A.
790 $a 0779
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27832922