"I Don't Believe the World Is Tilted": Emotion, Struggle, and Relationship in Making Meaning with Texts

Autor/in	Oddie, Alison Faye
Titel	"I Don't Believe the World Is Tilted": Emotion, Struggle, and Relationship in Making Meaning with Texts
Quelle	(2022), (346 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Northern Colorado
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-6660-6
Schlagwörter	Hochschulschrift; Dissertation; Literacy Education; Grade 2; Grade 3; Elementary School Students; Sociocultural Patterns; School Turnaround; English Language Learners; Emotional Response; Socialization; Interpersonal Relationship; Classroom Communication; Interaction Process Analysis; Teaching Methods; Discourse Analysis; Peer Relationship; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Soziokulturelle Theorie; Emotionales Verhalten; Socialisation; Sozialisation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Klassengespräch; Prozessanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The purpose of this study was to understand how the social and cultural practices of classroom literacy instruction afforded students opportunities to make meaning with texts. Research was conducted from a sociocultural perspective that focused on students as participants in social learning, in a context of interactive relations. This study was responsive to contemporary developments of the sociocultural tradition, recognizing the importance of emotion and other subjective means for constructing understanding. Two classes of a turnaround school, 18 Second-Grade students and 20 Third-Grade students, were observed as they participated in Interactive Read Aloud and Guided Reading over a period of nine weeks. In both classes 50% of the students were English Language Learners. All instruction was in English and was delivered in hyflex format. Classroom discourse was analyzed using sociocultural concepts, followed by microanalysis that showed communication purposes and patterns of interaction. Students were found to draw upon multiple resources in making meaning: personal subjective experience, emotion, and interactions with peers and teachers in the social context. The findings show the importance of bringing all students into the shared process of making meaning and offer a new perspective on "failing" students as active makers of meaning. [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	2024/1/01