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Tensions, negotiations, and practice...

Madda, Christina Lynn.

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Tensions, negotiations, and practice: The complexity of writing instruction in bilingual classrooms.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Tensions, negotiations, and practice: The complexity of writing instruction in bilingual classrooms./
Author:	Madda, Christina Lynn.
Description:	280 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
Contained By:	Dissertation Abstracts International71-12A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3431274
ISBN:	9781124305370

Tensions, negotiations, and practice: The complexity of writing instruction in bilingual classrooms.
Madda, Christina Lynn.

Tensions, negotiations, and practice: The complexity of writing instruction in bilingual classrooms. - 280 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .

Thesis (Ph.D.)--University of Illinois at Chicago, 2010.

This thesis offers descriptive accounts of how two teachers, working in the bilingual education program in an urban elementary school, interpret and respond to the demands placed upon them via policy and administrative directives aimed at improving student performance on high-stakes tests. Focused on writing instruction within their language arts blocks, this study describes the instructional practices the teachers employ to support students' literacy development while preparing their Spanish-dominant second graders for the testing realities that accompany life in the upcoming third grade. In-depth portraits of the teachers at work describe complex processes of negotiation that infuse writing instruction in the two classrooms. The view taken here is that these negotiations are highly contextualized meaning making processes. They occur as the result of teachers trying to reconcile multiple and simultaneous tensions among their own personal and professional histories as bilingual people and teachers, their beliefs about high quality writing instruction, the demands of the school administration for improved tests scores, and the backdrop of the politically charged ideological debate surrounding the No Child Left Behind legislation.

ISBN: 9781124305370Subjects--Topical Terms:

1018115
Education, Language and Literature.

Tensions, negotiations, and practice: The complexity of writing instruction in bilingual classrooms.
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020 $a 9781124305370
035 $a (UMI)AAI3431274
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100 1 $a Madda, Christina Lynn. $3 1672513
245 1 0 $a Tensions, negotiations, and practice: The complexity of writing instruction in bilingual classrooms.
300 $a 280 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
500 $a Adviser: Aria Razfar.
502 $a Thesis (Ph.D.)--University of Illinois at Chicago, 2010.
520 $a This thesis offers descriptive accounts of how two teachers, working in the bilingual education program in an urban elementary school, interpret and respond to the demands placed upon them via policy and administrative directives aimed at improving student performance on high-stakes tests. Focused on writing instruction within their language arts blocks, this study describes the instructional practices the teachers employ to support students' literacy development while preparing their Spanish-dominant second graders for the testing realities that accompany life in the upcoming third grade. In-depth portraits of the teachers at work describe complex processes of negotiation that infuse writing instruction in the two classrooms. The view taken here is that these negotiations are highly contextualized meaning making processes. They occur as the result of teachers trying to reconcile multiple and simultaneous tensions among their own personal and professional histories as bilingual people and teachers, their beliefs about high quality writing instruction, the demands of the school administration for improved tests scores, and the backdrop of the politically charged ideological debate surrounding the No Child Left Behind legislation.
520 $a Findings reveal that in these two classrooms, tensions were reconciled in everyday practice as teachers engaged in a range of negotiating moves that fell along a continuum from compliance to resistance and more often than not, occupied places in between. Five negotiating practices or moves are proposed to describe the complexity of teacher decision-making. These moves - appropriating, adding, omitting, supplanting, and reconstructing activities - were deployed as teachers responded to the demands made of them and their students. This study contributes to our understanding of how teachers' work is the complex response to multilayered tensions that extend from the classroom floor through to federal policy. The study also serves to elaborate on the complicated and mediated nature of literacy teaching in today's bilingual classrooms by demonstrating the way(s) in which two teachers in a common context can negotiate different solutions to similar pressures and demands.
590 $a School code: 0799.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Pedagogy. $3 1669025
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690 $a 0282
690 $a 0456
710 2 $a University of Illinois at Chicago. $3 1020478
773 0 $t Dissertation Abstracts International $g 71-12A.
790 1 0 $a Razfar, Aria, $e advisor
790 $a 0799
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3431274