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Common Core English and language art...

McCaffrey, Megan.

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Common Core English and language arts K--1 exemplar text set: A critical content analysis of cultural representations.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Common Core English and language arts K--1 exemplar text set: A critical content analysis of cultural representations./
Author:	McCaffrey, Megan.
Description:	239 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3619332
ISBN:	9781303883095

Common Core English and language arts K--1 exemplar text set: A critical content analysis of cultural representations.
McCaffrey, Megan.

Common Core English and language arts K--1 exemplar text set: A critical content analysis of cultural representations. - 239 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--The University of Arizona, 2014.

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

With the implementation of Common Core State Standards (CCSS) in over forty states, teachers are putting into practice the CCSS text exemplars of text complexity. Of particular concern for the purpose of this research are the kindergarten and first grade (K--1) read aloud and independent text exemplar lists. While not intended as core reading lists, many schools are using these lists as mandated texts. A fundamental goal of primary school education is to help facilitate readers and one way is through the use of interesting and engaging books to motivate students as readers. At the initial stage of the reading process, selecting quality books for a specific group of students or an individual student constitutes an important aspect in engaging young readers. When a story provides a young reader with a material that encourages connections, their motivation to read increases. Research shows that motivation to read increases if a student identifies with elements of the story such as the characters or the setting.

ISBN: 9781303883095Subjects--Topical Terms:

2122756
Reading instruction.

Common Core English and language arts K--1 exemplar text set: A critical content analysis of cultural representations.
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245 1 0 $a Common Core English and language arts K--1 exemplar text set: A critical content analysis of cultural representations.
300 $a 239 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Kathy Short.
502 $a Thesis (Ph.D.)--The University of Arizona, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a With the implementation of Common Core State Standards (CCSS) in over forty states, teachers are putting into practice the CCSS text exemplars of text complexity. Of particular concern for the purpose of this research are the kindergarten and first grade (K--1) read aloud and independent text exemplar lists. While not intended as core reading lists, many schools are using these lists as mandated texts. A fundamental goal of primary school education is to help facilitate readers and one way is through the use of interesting and engaging books to motivate students as readers. At the initial stage of the reading process, selecting quality books for a specific group of students or an individual student constitutes an important aspect in engaging young readers. When a story provides a young reader with a material that encourages connections, their motivation to read increases. Research shows that motivation to read increases if a student identifies with elements of the story such as the characters or the setting.
520 $a This research takes a close look at the kindergarten and first grade read aloud and independent texts through both a descriptive and a critical analysis to evaluate power dynamics and representations in the texts. The research questions used for this research were: (1) What are the characteristics of the CCSS K--1text exemplars? and (2) What representations of people of color and women are present in the CCSS K--1 exemplars? The first research question was answered with information gathered from the descriptive analysis. The second question was primarily answered with information gathered from the critical analysis though the descriptive analysis also provided insight. Findings from the analyses provided data when viewed collectively that have implications for teacher educators, classroom teachers, and policy makers.
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710 2 $a The University of Arizona. $b Language, Reading & Culture. $3 1024127
773 0 $t Dissertation Abstracts International $g 75-08A(E).
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792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3619332