東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Kids Inquiry Conference: Tension...

Silvestri, Katarina Nicole.

FindBook

Google Book

Amazon

博客來

The Kids Inquiry Conference: Tensions in Literacy Activities, Practices, and Actions across Elementary-Level Spaces for Student-Driven Inquiry.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Kids Inquiry Conference: Tensions in Literacy Activities, Practices, and Actions across Elementary-Level Spaces for Student-Driven Inquiry./
作者:	Silvestri, Katarina Nicole.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	364 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10816267
ISBN:	9780438048034

The Kids Inquiry Conference: Tensions in Literacy Activities, Practices, and Actions across Elementary-Level Spaces for Student-Driven Inquiry.
Silvestri, Katarina Nicole.

The Kids Inquiry Conference: Tensions in Literacy Activities, Practices, and Actions across Elementary-Level Spaces for Student-Driven Inquiry. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 364 p.

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2018.

This exploratory case study aims to better understand the interactions between and literacy activities, practices, and actions of fifth-grade students, their teachers, and learning environments during a student-directed extended inquiry unit (the Kids Inquiry Conference--KIC) where students propose their own topics to be researched. This study details how inquiry as cultural activity unfolded over time and across spaces within the school (i.e. the fifth-grade classroom, library, etc.). The goal is to understand how enactment of inquiry as a cultural activity---including the repertoires of practice, spatial arrangements, and materials in interaction with participants---both fits into and creates tensions within the larger school context and culture.

ISBN: 9780438048034Subjects--Topical Terms:

641385
Elementary education.

The Kids Inquiry Conference: Tensions in Literacy Activities, Practices, and Actions across Elementary-Level Spaces for Student-Driven Inquiry.
LDR:03601nmm a2200349 4500 001 2165345
005 20181130083351.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780438048034
035 $a (MiAaPQ)AAI10816267
035 $a (MiAaPQ)buffalo:15698
035 $a AAI10816267
040 $a MiAaPQ $c MiAaPQ
100 1 $a Silvestri, Katarina Nicole. $3 3353418
245 1 4 $a The Kids Inquiry Conference: Tensions in Literacy Activities, Practices, and Actions across Elementary-Level Spaces for Student-Driven Inquiry.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 364 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: Mary McVee.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2018.
520 $a This exploratory case study aims to better understand the interactions between and literacy activities, practices, and actions of fifth-grade students, their teachers, and learning environments during a student-directed extended inquiry unit (the Kids Inquiry Conference--KIC) where students propose their own topics to be researched. This study details how inquiry as cultural activity unfolded over time and across spaces within the school (i.e. the fifth-grade classroom, library, etc.). The goal is to understand how enactment of inquiry as a cultural activity---including the repertoires of practice, spatial arrangements, and materials in interaction with participants---both fits into and creates tensions within the larger school context and culture.
520 $a This study is rooted conceptually in cultural-historical activity theory; Deweyan perspectives about experience, authenticity in learning, and inquiry; assumptions about literacy (i.e., meaning-making) that assert the multimodal, embodied, spatial, and material nature of interaction and meaning-making; as well as assumptions about the persistent entrenchment of school culture in neoliberalism and back-to-basics teaching and learning. Importantly, this research emphasizes inquiry from a literacy and design standpoint rather than the more common stance foregrounding scientific principles and processes.
520 $a Observational data of participants (i.e., students and teachers) was collected over the three-and-a-half months long KIC project (i.e., audio, video, researcher field notes, artifacts). Interviews were collected from participating teachers, students, and administrators. Data analyses included: domain and taxonomic analysis; multimodal/spatial interactional analysis; descriptive coding of activity systems; and multimodal discourse analysis. Two activity systems were extensively decomposed and analyzed for their interrelationships and tensions: 1) KIC project pedagogy and guidance and 2) KIC project learning and doing.
520 $a Major themes and tensions revealed in the activity systems under analysis include: a) supporting agency of students' bodies during inquiry learning; b) balancing students' access to resources during inquiry; c) open student choice, widened access to resources, and text readability; d) honoring and pedagogically supporting student choices in inquiry; e) student purposes for inquiry learning in schools; f) teacher purposes for inquiry learning in schools; and g) the socioemotional supports of inquiry learning.
590 $a School code: 0656.
650 4 $a Elementary education. $3 641385
650 4 $a Reading instruction. $3 2122756
650 4 $a Pedagogy. $3 2122828
690 $a 0524
690 $a 0535
690 $a 0456
710 2 $a State University of New York at Buffalo. $b Learning and Instruction. $3 1026373
773 0 $t Dissertation Abstracts International $g 79-10A(E).
790 $a 0656
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10816267