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 studies of transactions between...

Piazza, Susan V.

FindBook

Google Book

Amazon

博客來

Case studies of transactions between boys' lived experiences and text.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Case studies of transactions between boys' lived experiences and text./
作者:	Piazza, Susan V.
面頁冊數:	235 p.
附註:	Adviser: Karen M. Feathers.
Contained By:	Dissertation Abstracts International67-05A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3211018
ISBN:	9780542702129

Case studies of transactions between boys' lived experiences and text.
Piazza, Susan V.

Case studies of transactions between boys' lived experiences and text. - 235 p.

Adviser: Karen M. Feathers.

Thesis (Ed.D.)--Wayne State University, 2006.

This study examined the lived experiences of fourth grade African American males in relation to four different texts that represent various sociocultural features. Differences between behaviorist and sociocultural paradigms of literacy are highlighted and a comparison of comprehension assessments demonstrated how the different paradigms influence ways in which students are positioned by texts and assessments in school settings.

ISBN: 9780542702129Subjects--Topical Terms:

1017673
Black Studies.

Case studies of transactions between boys' lived experiences and text.
LDR:03435nam 2200337 a 45 001 971085
005 20110921
008 110921s2006 ||||||||||||||||| ||eng d
020 $a 9780542702129
035 $a (UMI)AAI3211018
035 $a AAI3211018
040 $a UMI $c UMI
100 1 $a Piazza, Susan V. $3 1295119
245 1 0 $a Case studies of transactions between boys' lived experiences and text.
300 $a 235 p.
500 $a Adviser: Karen M. Feathers.
500 $a Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1682.
502 $a Thesis (Ed.D.)--Wayne State University, 2006.
520 $a This study examined the lived experiences of fourth grade African American males in relation to four different texts that represent various sociocultural features. Differences between behaviorist and sociocultural paradigms of literacy are highlighted and a comparison of comprehension assessments demonstrated how the different paradigms influence ways in which students are positioned by texts and assessments in school settings.
520 $a Rosenblatt's (1938, 2005) transactional theory of reading and Vygotsky's (1934, 1962) social constructivist theory of learning influence the questions in this study. Ladson-Billings (1994), Smitherman (2000), and Delpit (1995) influence the stance toward culturally relevant practice with African American students; and finally, Newkirk (2002), Smith and Wilhelm (2002), and Tatum (2005) influence the focus on boys in relation to school literacy practices such as text selection and comprehension analyses.
520 $a The study investigated three questions: (1) How do the boys' lived experiences impact their thinking in relation to each text? (2) What differences, if any, occur in the boys' comprehension when presented with culturally and linguistically varied texts? (3) How do the three comprehension assessments compare to one another? Procedures included an audio taped African American male reading of each text to provide consistent delivery across participants and texts. Participants were asked to retell the story in their own words, followed by questions and an interview.
520 $a Patterns emerged that suggest the complex relationship between social and cultural influences on boys' thinking in relation to text. These participants indicated that they preferred texts that represented their interests in activity, their own cultural understanding of maleness, and humorous texts. However, the texts they least preferred elicited critical discussions that could facilitate new understandings of race, gender, violence, conflict resolution, and issues of language from alternative perspectives. The boys demonstrated higher levels of thinking and personal connections with texts that most represented their lived experiences and interests in all assessments and interviews, except for the traditional comprehension questions which contradicted all other findings. This paradox is attributed to the behaviorist perspective that values correct answers determined by the test developer rather than considering what the reader deemed important.
590 $a School code: 0254.
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Reading. $3 1017790
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
690 $a 0325
690 $a 0524
690 $a 0535
690 $a 0631
710 2 $a Wayne State University. $3 975058
773 0 $t Dissertation Abstracts International $g 67-05A.
790 $a 0254
790 1 0 $a Feathers, Karen M., $e advisor
791 $a Ed.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3211018