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

Reader-response theory and culturall...

Howrey, Shannon T.

Linked to FindBook

Google Book

Amazon

博客來

Reader-response theory and culturally relevant read-alouds with low-income African-American children.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Reader-response theory and culturally relevant read-alouds with low-income African-American children./
Author:	Howrey, Shannon T.
Description:	172 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2518.
Contained By:	Dissertation Abstracts International66-07A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180937
ISBN:	9780542213397

Reader-response theory and culturally relevant read-alouds with low-income African-American children.
Howrey, Shannon T.

Reader-response theory and culturally relevant read-alouds with low-income African-American children. - 172 p.

Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2518.

Thesis (Ph.D.)--Georgia State University, 2005.

Differences between the cultures of teachers and students in urban schools provide challenges when teaching reading (Moll, 2000; Heath, 1983, Strickland, 2001). A reader-response approach in which students respond aesthetically (Rosenblatt, 1978) may help teachers make reading more culturally relevant by communicating high expectations, fostering cultural competence, and promoting social-political awareness (Ladson-Billings, 1994).

ISBN: 9780542213397Subjects--Topical Terms:

1018115
Education, Language and Literature.

Reader-response theory and culturally relevant read-alouds with low-income African-American children.
LDR:03668nmm 2200349 4500 001 1829649
005 20070201101137.5
008 130610s2005 eng d
020 $a 9780542213397
035 $a (UnM)AAI3180937
035 $a AAI3180937
040 $a UnM $c UnM
100 1 $a Howrey, Shannon T. $3 1918504
245 1 0 $a Reader-response theory and culturally relevant read-alouds with low-income African-American children.
300 $a 172 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2518.
500 $a Adviser: Joyce Many.
502 $a Thesis (Ph.D.)--Georgia State University, 2005.
520 $a Differences between the cultures of teachers and students in urban schools provide challenges when teaching reading (Moll, 2000; Heath, 1983, Strickland, 2001). A reader-response approach in which students respond aesthetically (Rosenblatt, 1978) may help teachers make reading more culturally relevant by communicating high expectations, fostering cultural competence, and promoting social-political awareness (Ladson-Billings, 1994).
520 $a Research has indicated that aesthetic responses are influenced by teachers' attitudes toward meaning (Moll, 2000), type of text (Marshall, 2000), questioning (Many, 1994), student choice (Zarillo & Cox, 1992), and purpose (Hade, 1992). This naturalistic case study describes the nature of read-aloud conversations between a European-American teacher and low-income African-American third-graders, to analyze qualities of teacher, text, and setting in the most and least aesthetic conversations, and to explore how the more aesthetic conversations might be culturally relevant.
520 $a Data were collected over two months via conversation transcriptions, curriculum materials, teacher and administrator interviews, and a field journal. Conversations were analyzed using constant comparative analysis (Glaser & Strauss, 1967) and a recursive-generative approach (Many, 1998) to determine qualities of the teaching, setting, and text that seemed to promote or curtail aesthetic responses, and examine the degree to which they reflected culturally relevant approaches with African-American children (e.g., Irvine, 1991).
520 $a Findings indicated that children responded aesthetically when the teacher fostered a respectful atmosphere, provided groundwork/world knowledge, was enthusiastic, made connections with the children's lives, allowed sharing, collaboration, and free response, and discussed more complex texts or themes. Aesthetic responses seemed to be curtailed when skills were the focus, answering questions rather than conversing characterized the conversations, and discussion focused on less complex literature/themes. The more aesthetic read-alouds did reflect several attributes of culturally relevant pedagogy.
520 $a This study expands the meaning of aesthetic response to include non-verbal/less traditional responses. In addition the findings broaden notions of a lived-through aesthetic reading experience (Rosenblatt, 1978) to include not only responding to the text itself but also the teacher's approach toward the text. Additionally, the results of this study imply that teachers who do not share their students' culture can make reading aesthetically meaningful, despite a scripted program and limited choice of texts.
590 $a School code: 0079.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Elementary. $3 516171
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
650 4 $a Black Studies. $3 1017673
690 $a 0279
690 $a 0524
690 $a 0631
690 $a 0325
710 2 0 $a Georgia State University. $3 1018518
773 0 $t Dissertation Abstracts International $g 66-07A.
790 1 0 $a Many, Joyce, $e advisor
790 $a 0079
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180937