Re-Envisioning Literacy in a Teacher Inquiry Group in a Native American Context

Autor/in	Vaughn, Margaret
Titel	Re-Envisioning Literacy in a Teacher Inquiry Group in a Native American Context
Quelle	In: Literacy Research and Instruction, 55 (2016) 1, S.24-47 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2015.1105888
Schlagwörter	Literacy Education; American Indian Students; American Indian Reservations; Grounded Theory; Curriculum Development; Elementary School Teachers; Whites; Focus Groups; Interviews; Advocacy; American Indian Culture; Student Needs; Elementary School Students; Qualitative Research; Culturally Relevant Education; Teaching Methods; Poverty; Rural Areas; Case Studies + Suchen Sie Ihr Suchwort? Indianerreservat; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; White; Weißer; Interviewing; Interviewtechnik; Sozialanwaltschaft; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Armut; Rural area; Ländlicher Raum; Case study; Fallstudie; Case Study
Abstract	The present study describes a yearlong collaborative inquiry involving six teachers and their professional discussions about literacy instruction as they developed a curriculum to support the cultural and linguistic needs of their school's 88% Native American student population. Participants in this study were four Native American teachers and two European American teachers who taught in an elementary public school located on a Native American Reservation in the Pacific Northwest region of the United States. Using a grounded theory approach, focus group discussions, interviews, and artifacts were analyzed. Analyses revealed the positions teachers adopted (i.e., advocate and cultural visionary) in their collaboration and the re-envisioning that took place as teachers adapted the curriculum to support their students' linguistic and cultural strengths. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01