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How Do Students Structure Their Sile...

Cohen, Michelle.

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How Do Students Structure Their Silent Reading when Situated in Inquiry Based Pedagogy?

Record Type:	Electronic resources : Monograph/item
Title/Author:	How Do Students Structure Their Silent Reading when Situated in Inquiry Based Pedagogy?/
Author:	Cohen, Michelle.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	71 p.
Notes:	Source: Masters Abstracts International, Volume: 57-04.
Contained By:	Masters Abstracts International57-04(E).
Subject:	Secondary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10690001
ISBN:	9780355613254

How Do Students Structure Their Silent Reading when Situated in Inquiry Based Pedagogy?
Cohen, Michelle.

How Do Students Structure Their Silent Reading when Situated in Inquiry Based Pedagogy? - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 71 p.

Source: Masters Abstracts International, Volume: 57-04.

Thesis (M.A.)--Rowan University, 2017.

The purpose of this study was to document the engagement levels and classroom discussions students have after reading their independent reading novel. The specific aim was to see how students respond using their independent reading books when class discussions are centered around an essential question. Classroom reading behaviors, student-led classroom discussions, interviews, and exit tickets were analyzed. The students were engaged as active readers when reading their chosen silent reading book to find the answer to an essential question. After, the students engaged in meaningful conversations using their silent reading books as guides before some students offered personal responses while answering the essential question. The implications for teaching using essential questions to engage students when reading independent reading selections are discussed.

ISBN: 9780355613254Subjects--Topical Terms:

2122779
Secondary education.

How Do Students Structure Their Silent Reading when Situated in Inquiry Based Pedagogy?
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300 $a 71 p.
500 $a Source: Masters Abstracts International, Volume: 57-04.
500 $a Adviser: Stephanie Abraham.
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520 $a The purpose of this study was to document the engagement levels and classroom discussions students have after reading their independent reading novel. The specific aim was to see how students respond using their independent reading books when class discussions are centered around an essential question. Classroom reading behaviors, student-led classroom discussions, interviews, and exit tickets were analyzed. The students were engaged as active readers when reading their chosen silent reading book to find the answer to an essential question. After, the students engaged in meaningful conversations using their silent reading books as guides before some students offered personal responses while answering the essential question. The implications for teaching using essential questions to engage students when reading independent reading selections are discussed.
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