東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

High school students' experiences in...

Goldberg, Gravity.

Linked to FindBook

Google Book

Amazon

博客來

High school students' experiences in a newly participatory English classroom.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	High school students' experiences in a newly participatory English classroom./
Author:	Goldberg, Gravity.
Description:	241 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3561.
Contained By:	Dissertation Abstracts International71-10A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3425007
ISBN:	9781124255057

High school students' experiences in a newly participatory English classroom.
Goldberg, Gravity.

High school students' experiences in a newly participatory English classroom. - 241 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3561.

Thesis (Ed.D.)--Teachers College, Columbia University, 2010.

Adolescents are often constructed as struggling readers by schools that use a transmission of knowledge model. Students are judged on whether or not they get the "right" answers from the texts they read. School members including teachers, administrators, specialists, and the students themselves begin seeing students as the labels they have constructed for them and stop seeing the individuals who are in the classrooms.

ISBN: 9781124255057Subjects--Topical Terms:

1018115
Education, Language and Literature.

High school students' experiences in a newly participatory English classroom.
LDR:03057nam 2200325 4500 001 1401446
005 20111020091957.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124255057
035 $a (UMI)AAI3425007
035 $a AAI3425007
040 $a UMI $c UMI
100 1 $a Goldberg, Gravity. $3 1680580
245 1 0 $a High school students' experiences in a newly participatory English classroom.
300 $a 241 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3561.
500 $a Adviser: Karen Zumwalt.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2010.
520 $a Adolescents are often constructed as struggling readers by schools that use a transmission of knowledge model. Students are judged on whether or not they get the "right" answers from the texts they read. School members including teachers, administrators, specialists, and the students themselves begin seeing students as the labels they have constructed for them and stop seeing the individuals who are in the classrooms.
520 $a This case study describes what happens when a high school English class attempts to abandon the transmission model and take up a participatory approach to teaching and learning. It documents the ways these students began to view literacy, English class, and themselves within a participatory approach. This study documents the various ways both the teacher and the students participated in literacy experiences, as well as the tensions that arose in the classroom as a result of the influence of the larger school culture.
520 $a This case study took place in one tenth grade English classroom consisting of one teacher and 12 tenth grade students, many of whom had been labeled "at risk" or "disabled." By observing the context, interviewing participants, and examining documents I began to gather data and describe the experiences of this particular group of students. The students participated in a research project, class discussions, self-selected independent reading, and written reflections.
520 $a Students began to experience literacy in new ways and to participate in classroom events that highlighted the interpretive and personal aspects of literacy. Some students began to view themselves in new and more complicated ways as literacy learners and to self-identify as readers by the end of their time in this English class. The teacher did acknowledge many tensions around students focusing on getting the "right" answer from a text, students being motivated by grades, and students resisting thinking for themselves. The students experienced tensions around being forced to take notes, viewing learning for future purposes, and questioning the teacher's new approach.
590 $a School code: 0055.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Instructional Design. $3 1669073
650 4 $a Education, Secondary. $3 539262
690 $a 0279
690 $a 0447
690 $a 0533
710 2 $a Teachers College, Columbia University. $3 1018028
773 0 $t Dissertation Abstracts International $g 71-10A.
790 1 0 $a Zumwalt, Karen, $e advisor
790 $a 0055
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3425007