Making Meaning with Multimedia in Secondary English Language Arts: A Multiple Case Study

Autor/in	Mahoney, Kerrigan Rose
Titel	Making Meaning with Multimedia in Secondary English Language Arts: A Multiple Case Study
Quelle	(2016), (384 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, College of William and Mary
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3397-4778-1
Schlagwörter	Hochschulschrift; Dissertation; Multimedia Instruction; Multimedia Materials; Secondary School Students; English; Language Arts; Case Studies; Secondary School Teachers; Educational Planning; Program Implementation; Comprehension; Student Centered Learning; Student Needs; Student Educational Objectives; Learning Experience + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Multimediales Lernen; Sekundarschüler; English language; Englisch; Sprachkultur; Case study; Fallstudie; Case Study; Bildungsplanung; Verstehen; Verständnis; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lernerfahrung
Abstract	The purpose of this multiple case study was to learn about how secondary English language arts (ELA) teachers help students to make meaning with multimedia. The study focused on how and why teachers plan and implement meaning-making learning experiences. The cases represent the experiences and perspectives of five ELA teachers who use digital and non-digital multimedia texts to help their students develop skills in meaning making. The results of this study define a set of principles that the teachers use to guide planning and implementation processes that focus on authentic, student-centered learning. The teachers value learning that has relevance to the students' interests, goals, and lived experiences outside of the classroom. Adaptable planning, a focus on the needs of students, mitigating barriers through accessing outside resources, and setting learning goals that go beyond content-area standards characterize the teachers' approaches to helping students make meaning. Multimedia texts were an embedded and pervasive aspect of students' learning experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01