Creating common ground Jayne Pilong Kraemer

ISBN: 9781109300000

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NOOKstudy eTextbook

175 pages


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Creating common ground  by  Jayne Pilong Kraemer

Creating common ground by Jayne Pilong Kraemer
| NOOKstudy eTextbook | PDF, EPUB, FB2, DjVu, audiobook, mp3, ZIP | 175 pages | ISBN: 9781109300000 | 7.38 Mb

This is a teacher research dissertation that is an exploration of the dialogical relationship between theory and practice (Cummins, 2000) from the emic perspective. This study investigated how implementing joint productive activity (JPA) andMoreThis is a teacher research dissertation that is an exploration of the dialogical relationship between theory and practice (Cummins, 2000) from the emic perspective.

This study investigated how implementing joint productive activity (JPA) and instructional conversation (IC) (Tharp and Gallimore, 1988) with middle school English language learners (ELLs) elicited responses from students that illustrated recurrent themes of New Literacy Studies (NLS) and Freire (1998). The goal of this study is to add to the theoretical conversation on the implementation of emancipatory literacy in schools and to explore the implications of this study for the teachers future practice.-This dissertation is divided into five chapters.

Chapter One is an introduction to the theories of NLS and Freire and the common ground they share and a discussion of the ways that JPA and IC provide a context for teachers and students to create common ground where they can develop as a community of learners.

Chapter Two is a review of the research on the achievement gap for minority students and ELLs. It reviews the research of NLS and Paulo Freire (1998) and discusses in details the common ground they share. Chapter Two reviews the work of Tharp and Gallimore (1988) and the way JPA and IC lend themselves to the theories of NLS and Freire in the classroom. Chapter Two concludes by noting several studies that focus on implementing the theories of NLS and Freire in the classroom and the importance of adding to this research and expanding it through the present study.

Chapter Three reviews the methodology of this seven-week study- an exploration of the novel The Giver through JPA and IC in a middle school ELL classroom. JPA included an online blog and creation of digital tableaux using Comic Life software. Data collection included transcripts of ICs, the online blog, digital tableaux and student journals.

Data were coded to identify responses that showed that JPA and IC in an ELL classroom elicited responses that illustrated themes of NLS and Freire. Chapter Four presents results that indicate student responses during JPA and IC were consistent with themes of NLS and Freire. The Appendices are the Digital Tableaux saved as JPEG files.-The pedagogical importance of the theories of NLS and Freire does not alter the reality that ways of implementing these theories in the classroom have been difficult to identify.

This study altered this teachers classroom routine toward a focus on small group instruction and the incorporation of new literacies. Implementing JPA and IC showed that the theories of NLS and Freire (1998) are complementary and that JPA and IC allow these theories a voice in the classroom.

Further collaboration between teacher researchers and institutes of higher education are needed to extend these findings and add to the conversation of ways to merge theory and practice in the classroom.



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