A Formative Experiment to Promote Disciplinary Literacy in Middle-School and Pre-Service Teacher Education through Blogging

Autor/in	Colwell, Jamie R.
Titel	A Formative Experiment to Promote Disciplinary Literacy in Middle-School and Pre-Service Teacher Education through Blogging
Quelle	(2012), (300 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Clemson University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2675-9455-6
Schlagwörter	Hochschulschrift; Dissertation; Middle School Students; Case Studies; Preservice Teachers; Electronic Publishing; Web Sites; Literacy; Reading Instruction; Social Studies; Methods Courses; Qualitative Research; Intervention; Grounded Theory; Goal Orientation; Teaching Methods; Program Effectiveness; Teacher Attitudes; Student Motivation; Teacher Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Case study; Fallstudie; Case Study; Elektronisches Publizieren; Web-Design; Alphabetisierung; Schreib- und Lesefähigkeit; Leseunterricht; Gemeinschaftskunde; Methodisch-didaktische Anleitung; Qualitative Forschung; Zielorientierung; Zielvorstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Schulische Motivation; Lehrerausbildung; Lehrerbildung
Abstract	This dissertation describes a formative experiment that investigated how strategy instruction paired with collaborative blogging could promote disciplinary literacy among eighth-grade students in a social studies classroom and among pre-service teachers in a social studies methods course. Qualitative methods were utilized to collect and analyze data in this study. To determine modifications to the intervention, an embedded, single-case study was designed to analyze data iteratively using constant comparative methods. Post-study, qualitative methods were also used to conduct retrospective analysis to connect overall findings to theory. Three modifications were made, in the middle-school setting, to the intervention, which enhanced participants' progress toward the pedagogical goals of the study. Results indicated middle-school students' disciplinary-literacy skills and pre-service teachers' instructional methods improved during the intervention. Findings suggested: (a) In-service and pre-service teachers may struggle with beliefs about disciplinary literacy and technology, but practice and experience may shift those beliefs; (b) writing on a blog may be motivating for adolescents and heighten their awareness of audience; and (c) eighth-grade students are capable of engaging in disciplinary literacy, but explicit strategies may be necessary for their success. [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	2017/4/10