Literaturnachweis - Detailanzeige
| Autor/in | Soares, Lina B. |
|---|---|
| Titel | Powerful Voices and Pens: Developing Critical Stance with Adolescent Literacy in Content-Area Pre-Service Teacher Education |
| Quelle | In: Journal of Research in Education, 22 (2012) 2, S.24-47 (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1083-6470 |
| Schlagwörter | Critical Literacy; Preservice Teachers; Social Influences; Cultural Influences; Adolescent Literature; Pretests Posttests; Questionnaires; Video Technology; Audio Equipment; Interviews; Journal Writing; Grounded Theory; Group Discussion; Reading Materials; Language Arts; Social Studies; Mixed Methods Research |
| Abstract | This practitioner-research study investigated the effect critical literacy has on content area preservice teachers' abilities (N = 14) to perceive the sociocultural influences in text. The study further investigated how content area pre-service teachers engage in critical stance during situated reading practices that centered on discussions of young adult literature. Quantitative data were collected on a pre- and post Literary Response Questionnaire (LRQ). Qualitative data collection included videotaped and audiotaped recordings, interviews, and dialogue journals. Results from a paired samples "t test" found there was a statistically significant difference between the LRQ pre- and post survey. Informed by grounded theory, reading young adult literature engaged content area pre-service teachers in critical stance through powerful voices in discussion and pens through dialogue journaling. (As Provided). |
| Anmerkungen | Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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