Identity and Performance in Seventh Grade Students' Interpretations of Quality Literacy Learning in Class Discussions

Autor/in	Smith, Ann Marie
Titel	Identity and Performance in Seventh Grade Students' Interpretations of Quality Literacy Learning in Class Discussions
Quelle	(2007), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Culture; Ethnography; Grade 7; Literacy; Self Concept; Student Attitudes; Teacher Attitudes; Language Arts; United States Literature; Literacy Education; Educational Experience; Race; Critical Theory; Interviews; Observation; Teaching Methods; Critical Reading; Middle Schools; Virginia + Suchen Sie Ihr Suchwort? Schulkultur; Schulleben; Ethnografie; School year 07; 7. Schuljahr; Schuljahr 07; Alphabetisierung; Schreib- und Lesefähigkeit; Selbstkonzept; Schülerverhalten; Lehrerverhalten; Sprachkultur; Bildungserfahrung; Rasse; Abstammung; Kritische Theorie; Interviewing; Interviewtechnik; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Lesen; Middle school; Mittelschule; Mittelstufenschule
Abstract	The purpose of this ethnographic study was to analyze seventh grade students' and teachers' perceptions of literacy learning in language arts and reading classes. This paper includes a report of a section of this study that focused on discussions about literature. The impact of this diverse school culture on teachers' literacy instruction and students' classroom experiences was also interpreted. Applying critical race theories, the researcher collected data in the form of interviews and classroom observations. Results seemed to indicate that, at least for this classroom, students interpreted small group discussions as problematic. Students preferred whole class discussions about literature because disagreements about meaning were monitored and negotiated by the teacher. Implications for teaching critical literacy skills through class and small group discussions are included. (Contains 2 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10