Latino Middle School Students Read to Learn Critical Literacy: Social Justice through Action Research

Autor/in	Grenardo, Jennifer
Titel	Latino Middle School Students Read to Learn Critical Literacy: Social Justice through Action Research
Quelle	(2008), (271 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Loyola Marymount University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-2531-6
Schlagwörter	Hochschulschrift; Dissertation; Hispanic American Students; Critical Literacy; Social Justice; Action Research; Reading Programs; Reading Achievement; Curriculum Implementation; Critical Theory; Elementary School Students; Catholic Schools; Multicultural Education; Elementary School Teachers; Low Income Students; Observation; Interviews; Lesson Plans; Focus Groups; Reading Instruction; Urban Schools; Spanish; Educational Environment; California (Los Angeles) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Kritisches Lesen; Soziale Gerechtigkeit; Projektforschung; Leseleistung; Kritische Theorie; Katholische Schule; Multikulturelle Erziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Interviewing; Interviewtechnik; Lesson planning; Unterrichtsplanung; Leseunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Spanisch; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This action research study explored if changes in the reading curriculum, specifically implementation of critical literacy approaches that acknowledge bicultural students, increase student learning as perceived by teachers and students in a Catholic elementary school, where students have been chronically performing at the lowest level in the Archdiocese of Los Angeles. By using critical pedagogy (Darder, 1991; Freire, 1970; Giroux, 1983; Macedo, 1994; McLaren, 1988) as a theoretical framework, this action research project investigated the effective elements of critical literacy (Cadiero-Kaplan, 2004; Shor & Pari, 1999) that promote academic learning for Latino middle school students in a low-income Catholic elementary school. This study explored the approaches and perceptions of novel studies, as a form of literacy, to increase student learning in reading at a low-income, urban, Catholic elementary school. Classroom observations, teacher interviews, teacher lesson plans, student work, student focus groups, and a teacher focus group validated the findings that critical literacy approaches positively impacted student learning in reading. Changes in the school and reading curriculum, specifically the implementation of literacy approaches that acknowledge bicultural students, increased learning for Latino middle school students as perceived by teachers and students in this low-income, urban Catholic elementary school. Teachers implemented effective elements of critical literacy, including direct vocabulary and grammar instruction, analysis of literary tools, incorporation of Spanish, varying forms of assessment, and inclusion of student voice, through the use of novel studies. The school and classroom environments further promoted academic learning for Latino middle school students with high expectations, strict humor, and predictability where teachers, who viewed their students with promising futures, taught as a form of service. Although the school and teachers incorporated literacy practices, teachers fell short of practicing critical literacy because they failed to examine the underlying social ramifications of hegemonic forces. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01