This study examines ninth graders’ negotiation of meaning with one canonical work, Romeo and Juliet. The study’s sample was 88% Latino at a Title I high school. The study adopts a sociocultural view of literacy and learning. I employed ethnographic methods (participant observation, data collection, interviews, and focus groups) to investigate the teacher’s instructional approaches and the literacy practices used while teaching the canonical work. With a focus on students’ interpretations, I examined what they said and wrote about Romeo and Juliet.
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- Partial requirement for: Ph.D., Arizona State University, 2016Note typethesis
- Includes bibliographical references (pages 196-203)Note typebibliography
- Field of study: Curriculum and instruction