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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

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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    Date Created
    • 2016
    Resource Type
  • Text
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    Note
    • Partial requirement for: Ph.D., Arizona State University, 2016
      Note type
      thesis
    • Includes bibliographical references (pages 196-203)
      Note type
      bibliography
    • Field of study: Curriculum and instruction

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    Statement of Responsibility

    by Felipe J. Baez Jr

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