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Reading Pedagogy that Engages All St...

Dunn, Louise.

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Reading Pedagogy that Engages All Students -- Even the Boys! An Interpretative Phenomenological Analysis.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Reading Pedagogy that Engages All Students -- Even the Boys! An Interpretative Phenomenological Analysis./
Author:	Dunn, Louise.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	160 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
Contained By:	Dissertation Abstracts International78-06A(E).
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10250160
ISBN:	9781369543209

Reading Pedagogy that Engages All Students -- Even the Boys! An Interpretative Phenomenological Analysis.
Dunn, Louise.

Reading Pedagogy that Engages All Students -- Even the Boys! An Interpretative Phenomenological Analysis. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 160 p.

Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2016.

Statistical analyses reveal that boys struggle with reading all over the world. As a result, educators have sought authentic ways to change the reading experiences of young, reluctant male readers. These educators are not privileging boys over girls; rather, they seek to create methodologies to empower all students to acquire basic literacy skills. This interpretative phenomenological analysis (IPA) study captured the insights of teachers working with young boys in an international school setting undergoing a purposeful shift in teaching pedagogy. The insights gleaned from this study-shed light on the boys' experiences through the perspective of their teachers. The change in pedagogical practices that took place at this school aimed to establish a readers workshop approach to reading instruction with the goal of improving the literary lives of the students at the research site that had formerly used an unclear and unfocused philosophy on reading instruction. Self-determination theory provided the lens through which the researcher analyzed the data. Four themes emerged: (a) Effects of shifting pedagogy , (b) Constructing a learning community, (c) Comprehending the contribution of culture and gender on reading, and (d) Changing perspectives. Participants re-examined their educational approaches, benefiting students because the impact of students' voices and choice and how gender and culture played into the learning environment were incorporated in the design of pedagogical practices. The educators changed their pedagogical perspectives at the end of the initiative. The data suggests further investigation is needed that focuses on student voices. Findings are relevant for educators and administrators who work with students beginning their literacy and reluctant middle year children who have not developed a passion for reading.

ISBN: 9781369543209Subjects--Topical Terms:

516579
Education.

Reading Pedagogy that Engages All Students -- Even the Boys! An Interpretative Phenomenological Analysis.
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