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Eighth grade girls' knowledge buildi...

Smit, Julie J.

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Eighth grade girls' knowledge building with narrative texts.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Eighth grade girls' knowledge building with narrative texts./
作者:	Smit, Julie J.
面頁冊數:	243 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3704067
ISBN:	9781321762235

Eighth grade girls' knowledge building with narrative texts.
Smit, Julie J.

Eighth grade girls' knowledge building with narrative texts. - 243 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--State University of New York at Albany, 2015.

This study focused on the knowledge building work of eighth grade female avid readers who were invited to discuss their experiences with reading narrative fiction. The study examined the kinds of knowledge these students drew on and constructed and the processes they used to do so. The following research questions were asked: What kinds of experiences do eighth grade female avid readers have with narrative works? What kinds of knowledge were being built? How do these avid readers arrive at new understandings? How do these eighth grade female avid readers transform their individual and collective understandings?

ISBN: 9781321762235Subjects--Topical Terms:

2122756
Reading instruction.

Eighth grade girls' knowledge building with narrative texts.
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245 1 0 $a Eighth grade girls' knowledge building with narrative texts.
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500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Peter Johnston.
502 $a Thesis (Ph.D.)--State University of New York at Albany, 2015.
520 $a This study focused on the knowledge building work of eighth grade female avid readers who were invited to discuss their experiences with reading narrative fiction. The study examined the kinds of knowledge these students drew on and constructed and the processes they used to do so. The following research questions were asked: What kinds of experiences do eighth grade female avid readers have with narrative works? What kinds of knowledge were being built? How do these avid readers arrive at new understandings? How do these eighth grade female avid readers transform their individual and collective understandings?
520 $a I employed design research as a methodological framework to describe the knowledge building conditions, collaborative practices, and the resulting learning outcomes in terms of gains in conceptual, strategic, and dispositional forms of knowledge. Data sources were group interactions and individual interviews. I analyzed these data to capture problem formulating, problem solving and rising above processes, and to document knowledge gained.
520 $a Findings from this study demonstrated how forms of conceptual, dispositional, and strategic knowledge were generated and how they were associated. The girls rose above the tensions among their individual experiences with narrative fiction to develop sophisticated conceptualizations of good, evil, perfection, gender, and gender equality. They demonstrated multiple ways of forming problems, solving them, and revealing new habits of mind in how they approached future reading experiences. Findings point to implications for the value of social, emotional, and relational experiences and knowledge in developing students' 21st century competencies.
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