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首页> 外文学位 >Revealing the daily reading lives in two grade six language arts classrooms: A comparative case study.
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Revealing the daily reading lives in two grade six language arts classrooms: A comparative case study.

机译：揭示两个六年级语言艺术教室的日常阅读生活：一个比较案例研究。

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摘要

The adoption of the Common Core State Standards with its focus on preparing young adults for "college and career readiness" has renewed attention and focus on adolescent literacy in America's public schools. It has been well documented (Jacobs, 2008) that students often hit a "fourth grade slump" in reading as they move into early adolescence and middle school. This study sought to shed light on what the daily reading lives of students looked like in two Grade 6 language arts classrooms on a weekly basis over an extended period of time.;Over a 20-week timeframe, both classrooms were visited, one period weekly. As a participant observer, I took field notes on a laptop computer. The class transcripts were later converted into a two-column format, allowing a review of the observations. Two semi-structured interviews, one with each teacher, and three student interviews, were audiotaped and transcribed, then put into a two-column format. Artifacts were collected from each of the two classrooms and analyzed.;Classroom discourse around reading is significantly influenced by implementation of policy---in the present study, the Common Core State Standards. The effect on how texts were approached and made sense of appeared to be narrowed by the language used to do so (for example, close reading and text evidence). In addition, the ways in which emotional response to reading was scripted and controlled also appeared to limit deeper, more personalized aesthetic connections to texts. Studying classroom practice over time, coupled with teacher and student interviews, offers the potential for developing deeper understandings for in-school reading practices.;Studying the critical link between a policy mandate and its effect on practice is easily overlooked in a myopic quest for test scores. More research is needed in understanding practice at the ground level and teachers' and administrators' interpretation and implementation of policy and their effect on instructional practices. Further studies that engage middle school teachers and students in articulating what they value in the reading experience, as well as how classroom practices shape that experience, is necessary.
机译：通用核心州标准的采用，其重点是为年轻人做好“大学和职业准备”的准备，这引起了美国公立学校的更多关注，并着重于青少年识字率。有充分的文献记载（Jacobs，2008年），学生进入青春期和初中时经常会在阅读中遇到“四年级低迷”。这项研究旨在阐明在较长的一段时间内每周两次在两个六年级语言艺术教室中学生的日常阅读生活。;在20周的时间范围内，两个教室都被探访了，每周一次。作为参与者的观察者，我在便携式计算机上做现场笔记。班级成绩单随后被转换为两栏格式，以便对观察结果进行回顾。录制了两个半结构化访谈，每个教师进行了一次访谈，对三个学生进行了访谈，并进行了转录，然后将其整理成两栏式。从两个教室中的每一个教室收集了工件，并进行了分析。；围绕阅读的教室话语受到政策实施的显着影响-在本研究中，即通用核心州标准。文本的使用方式（例如，近距离阅读和文本证据）似乎缩小了对文本处理方式和意义的影响。此外，脚本化和控制对阅读的情感反应的方式似乎也限制了与文本之间更深层次，更个性化的审美联系。随着时间的流逝研究课堂实践，再加上老师和学生的访谈，为深入理解学校阅读实践提供了潜力。研究近视性测验中容易忽视政策要求与其对实践的影响之间的关键联系。分数。需要更多研究来了解基础实践，以及教师和管理人员对政策的解释和实施及其对教学实践的影响。必须进行进一步的研究，使中学教师和学生参与其中，以阐明他们在阅读体验中的价值，以及课堂实践如何塑造这种阅读体验。

著录项

  • 作者

    Davis, Andrea V.;

  • 作者单位

    Teachers College, Columbia University.;

  • 授予单位 Teachers College, Columbia University.;
  • 学科 Middle school education.;Language arts.
  • 学位 Ed.D.
  • 年度 2016
  • 页码 180 p.
  • 总页数 180
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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