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Differences between classroom teache...

DeHayes, Jennifer.

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Differences between classroom teachers' and reading teachers' perceptions of literacy practices: A look into cultural hegemony.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Differences between classroom teachers' and reading teachers' perceptions of literacy practices: A look into cultural hegemony./
作者:	DeHayes, Jennifer.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	129 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=10867607
ISBN:	9780438044036

Differences between classroom teachers' and reading teachers' perceptions of literacy practices: A look into cultural hegemony.
DeHayes, Jennifer.

Differences between classroom teachers' and reading teachers' perceptions of literacy practices: A look into cultural hegemony. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 129 p.

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

Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2018.

Educators work in a social environment. Teacher and student interactions are cooperative in nature. Providing the time and parameters to engage in purposeful discourse is critical. Collaboration should be a focus in collegial institutions for prospective administrators. The focus of this study is to look at the current state of teacher discourse. A look into cultural hegemony will determine how teachers foster communication within a building or district. In other words, do teachers rely on themselves to advance in their industry and build capital (Bourdieu, 1977)? Do teachers utilize a brokerage system (Burt, 2005; Hopkins & Spillane, 2014) to help build communication in a building or district? The purpose of this study is to examine the current state of discourse between reading teachers and classroom teachers on the elementary level.

ISBN: 9780438044036Subjects--Topical Terms:

641385
Elementary education.

Differences between classroom teachers' and reading teachers' perceptions of literacy practices: A look into cultural hegemony.
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245 1 0 $a Differences between classroom teachers' and reading teachers' perceptions of literacy practices: A look into cultural hegemony.
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500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: Autumn Tooms Cypres.
502 $a Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2018.
520 $a Educators work in a social environment. Teacher and student interactions are cooperative in nature. Providing the time and parameters to engage in purposeful discourse is critical. Collaboration should be a focus in collegial institutions for prospective administrators. The focus of this study is to look at the current state of teacher discourse. A look into cultural hegemony will determine how teachers foster communication within a building or district. In other words, do teachers rely on themselves to advance in their industry and build capital (Bourdieu, 1977)? Do teachers utilize a brokerage system (Burt, 2005; Hopkins & Spillane, 2014) to help build communication in a building or district? The purpose of this study is to examine the current state of discourse between reading teachers and classroom teachers on the elementary level.
520 $a This study uses qualitative research based in Grounded Theory (Glaser & Strauss, 2008). The author conducted one on one interviews with 23 elementary reading and classroom teachers. Patterns within the teachers' perceptions were determined through a constant comparative method. The author used constant comparative method to code all interviews (Glaser & Strauss, 2008). This author used NVivo 11.4 for the Macintosh to further assist in filtering the qualitative data.
520 $a The author's goal is to illustrate what type of communication exists between reading teachers and classroom teachers. By using a conceptual framework, the author explains how and why teachers find time to communicate with one another. The author brings attention to the need for communication between service provider and classroom teachers in the field of education. Possible solutions and thoughts are presented for superintendents, building administration, professional developers, and teachers in chapter five.
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