Matching Items (8)
Filtering by
- All Subjects: English Education
- All Subjects: Reading
- Creators: Blasingame, James
- Member of: Theses and Dissertations
Description
This dissertation shares findings from a yearlong qualitative case study of Young Voices Rise (YVR), a diverse spoken word poetry group in the urban Southwest. The study examined the group's characteristics and practices, adolescent members' views of their writing and themselves as writers, and changes members attributed to their experiences in YVR. Data sources included interviews with six adolescent poets and two adult teaching artists, observations of writing workshops and poetry slams, collection of group announcements through social media, and collection of poems. Sociocultural theory guided the study's design, and grounded theory was used to analyze data. This study found that YVR is a community of practice that offers multiple possibilities for engagement and fosters a safe space for storytelling. The adolescent participants have distinct writing practices and a strong sense of writing self; furthermore, they believe YVR has changed them and their writing. This study has several implications for secondary English language arts. Specifically, it recommends that teachers build safe spaces for storytelling, offer spoken word poetry as an option for exploring various topics and purposes, attend to writers' practices and preferences, encourage authentic participation and identity exploration, and support spoken word poetry school-wide.
ContributorsWilliams, Wendy (Author) / Blasingame, James (Thesis advisor) / Roen, Duane (Committee member) / Marsh, Josephine (Committee member) / Arizona State University (Publisher)
Created2015
Description
This study is a discourse analysis and deconstruction of public documents published electronically in connection with the evaluation of the Advanced Placement Language and Composition Examination, found on the educational website: apcentral.collegeboard.com. The subject of this dissertation is how the characteristic of writing identified as Voice functions covertly in the calibration of raters' evaluation of student writing in two sets of electronic commentaries: the Scoring Commentaries and the Student Performance Q&A;'s published between the years 2000-2010. The study is intended to contribute to both socio-linguistic and sociological research in education on the influence of inherited forms of cultural capital in educational attainment, with particular emphasis upon performance on high-stakes examinations. Modeled after Pierre Bourdieu's inquiry into the latent bias revealed in the "euphemized" language of teacher commentary found in The State Nobility, lists of recurrent descriptors and binary oppositions in the texts are deconstructed. The result of the deconstruction is the manifestation of latent class bias in the commentaries. Conclusions: discourse analysis reveals that a particular Voice, expressive of a preferred social class identity, which is initiated to and particularly deft in such academic performances, is rewarded by the test evaluators. Similarly, findings reveal that a low-scoring essay is negatively critiqued for being particularly unaccustomed to the form(s) of knowledge and style of writing required by the test situation. In summation, a high score on the AP Language Examination, rather than a certification of writerly competence, is actually a testament to the performance of cultural capital. Following an analysis of the language of classification and assessment in the electronic documents, the author provides several "tactics" (after de Certeau) or recommendations for writing the AP Language and Composition Examination, conducive to the stylistic performances privileged by the rating system.
ContributorsGraber, Stacy (Author) / Blasingame, James (Thesis advisor) / Tobin, Joseph (Committee member) / Nilsen, Alleen (Committee member) / Adams, Karen (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purpose of this study is to determine the types of classroom instructional activities commonly used in teaching literature. Data were collected at ASU Preparatory High School. The study determined that literature-based lessons and activities fall under three categories: reading, writing, and discussion. Classroom observations revealed that reading, writing, and discursive activities were designed to promote higher-ordering thinking. These activities included silent reading, annotating text, reading aloud, keeping reading response journals, practicing essay writing, and participating in Socratic discussion. The teachers at ASU Prep used the listed activities with the intent to challenge their English students to engage in active learning, to improve reading, writing, and discursive skills, and promote critical thinking skills.
ContributorsSarik, Vivian Roathany (Author) / Blasingame, James (Thesis director) / Ingram-Waters, Mary (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Department of English (Contributor)
Created2015-05
Description
The Accelerated Reader Program has been a widely used reading program in elementary schools in the United States. However, even with its popularity, there have been controversies on if and how it should be used in the classroom. Arguments in support say the program gets children to read and that it is a helpful tool for teachers to keep track of each students reading abilities. Arguments against suggest that book choice is decreased, book levels are askew, the quizzes do not promote higher level thinking, and the use of incentives may send the wrong signals to students. Schools have started to abandon the program in the recent years, but maybe it will come back bigger and stronger. In the meantime, schools need to make sure that enriching books fill the schools and classrooms to promote reading for their students.
ContributorsGeske, Tara Briana (Author) / Serafini, Frank (Thesis director) / Esch, Mark (Committee member) / Barrett, The Honors College (Contributor)
Created2013-12
Description
My topic is derived from my field of study of English, Secondary Education and will focus on the integration of the hit Broadway musical 'Hamilton: An American Musical' into a secondary education English curriculum. My compelling question is: How does 'Hamilton' affect diverse students’ perspectives on their individual potential? It is my belief that students will be changed after seeing the show, that they will feel empowered by the unique representation and modern casting of the musical. There is so much to learn from 'Hamilton' and its effects on the affective domain of learning. My interest in this topic lies not only in musical theatre and education, but more specifically in the intersection of the two. It is through the intentional casting decisions and strategic musical arrangements of 'Hamilton' that students will be impacted — decisions and arrangements that challenge all preconceived notions about musical theatre and American history. Having seen 'Hamilton' twice now, and having been equally moved each time, I am able to conceptualize the emotions of a diverse student body as they experience the show in any capacity. Seeing four of the most prominent men in American history in a room together, represented as men of color is powerful. Seeing sisters love and support each other despite their various skin colors and hair textures is powerful. Seeing children that don’t look like their parents is powerful. Hearing American history recounted through hip-hop verse is powerful. Casting the story of American-then as America-now is powerful. The main goal of my thesis is to help young, diverse minds understand that they have a voice, that they are important, that they can be anything they want to be. Young audience members see themselves represented in the diversity presented onstage in 'Hamilton,' an experience that is unique to the production of this musical. Through the lessons and curriculum I design, students will be able to measure what they believed about themselves and their situations before experiencing 'Hamilton,' and how those beliefs about themselves may have changed as a result of experiencing this life-changing show.
ContributorsGeidel, Alexa Lee (Author) / Blasingame, James (Thesis director) / Sterling, Pamela (Committee member) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
This qualitative case study examines seven bilingual Latino boys who were motivated readers. Several theories were examined in relationship to the study: sociocultural theory, reading motivation theories, and gender schema theory. Prior studies involving reading motivation of boys and Latinos showed a gap between boys and girls in reading achievement, high school completion, and college enrollment. Studies about reading motivation included choice in books, reading amount, social context of reading, habitual reading habits, and out-of-school reading as important factors that influence reading motivation. Additionally, Latino cultural factors such as machismo and familismo were examined as factors that influence motivation to read.
The study participants attended a large, urban school in Arizona and were selected from senior English classes after completing a participant selection survey. On the participant selection survey, boys self-identified their gender, language, and ethnicity; by several questions about attitudes toward reading and reading amount rated on a 10-point Likert scale gauged reading motivation. Each participant participated in an individual interview, completed a 60-question questionnaire/survey, and either attended a group interview or a second individual interview.
Data were triangulated by using data from these three sources and was coded as it was collected using Nvivo qualitative coding software. Coding began with five, basic categories derived from the study questions: motivation, home experiences, school experiences, school performance, and attitude toward reading. As coding continued, the coding categories expanded to include categories such as location of reading materials, access to books, choices in reading, format of texts, and many others. Eventually, there were four distinct categories that stood out in the findings: reading self-perception, purposes, preferences, and practices. The findings have a correlation to previous studies about reading motivation, but also add to the growing field of literature in the area of Latino boys' reading motivation.
Keywords: reading, motivation, self-efficacy, situational interest, Latino, boys, high school, gender, types of reading, reading purposes
The study participants attended a large, urban school in Arizona and were selected from senior English classes after completing a participant selection survey. On the participant selection survey, boys self-identified their gender, language, and ethnicity; by several questions about attitudes toward reading and reading amount rated on a 10-point Likert scale gauged reading motivation. Each participant participated in an individual interview, completed a 60-question questionnaire/survey, and either attended a group interview or a second individual interview.
Data were triangulated by using data from these three sources and was coded as it was collected using Nvivo qualitative coding software. Coding began with five, basic categories derived from the study questions: motivation, home experiences, school experiences, school performance, and attitude toward reading. As coding continued, the coding categories expanded to include categories such as location of reading materials, access to books, choices in reading, format of texts, and many others. Eventually, there were four distinct categories that stood out in the findings: reading self-perception, purposes, preferences, and practices. The findings have a correlation to previous studies about reading motivation, but also add to the growing field of literature in the area of Latino boys' reading motivation.
Keywords: reading, motivation, self-efficacy, situational interest, Latino, boys, high school, gender, types of reading, reading purposes
ContributorsShaffer, Shelly (Author) / Blasingame, James (Thesis advisor) / Roen, Duane (Committee member) / Marsh, Josephine (Committee member) / Arizona State University (Publisher)
Created2015
Description
In 1976 Florynce R. Kennedy, a United States lawyer, activist, speaker, and
author famously stated that “anybody with the brains and energy to become a teacher ought to want to become something better.” With these stigmas surrounding the teaching profession, it becomes a wonder that anybody decides to become a teacher, or even more difficult, stay in the profession. The state of Arizona, specifically, has reached landmark attrition rates and dissatisfaction surrounding lack of education funding. The stories of those leaving have been well publicized over the last year, but what about those who choose to stay? This dissertation examines the counter narrative behind the teacher attrition crisis by focusing on the stories of the teachers in the secondary English Language Arts (ELA) classroom who have decided to remain in the profession. Through narrative inquiry, this study examines how teachers narrate their experiences as teachers and how those constructs may have contributed to their retention. This study collected data from four high school English teachers through two in-depth interviews, classroom observations, a self-made teacher journey concept map, and teaching artifacts in the form of a teaching experience “time capsule.” Through this data, the participants’ stories highlighting their journey to teaching, current careers, and insights on retention were re- storied then thematically coded and analyzed. Findings are in essence the stories themselves, but also reveal how these teachers narrate their career, societal impacts, quality of life, as well as what motivating factors inspire them to stay in the classroom and teach.
author famously stated that “anybody with the brains and energy to become a teacher ought to want to become something better.” With these stigmas surrounding the teaching profession, it becomes a wonder that anybody decides to become a teacher, or even more difficult, stay in the profession. The state of Arizona, specifically, has reached landmark attrition rates and dissatisfaction surrounding lack of education funding. The stories of those leaving have been well publicized over the last year, but what about those who choose to stay? This dissertation examines the counter narrative behind the teacher attrition crisis by focusing on the stories of the teachers in the secondary English Language Arts (ELA) classroom who have decided to remain in the profession. Through narrative inquiry, this study examines how teachers narrate their experiences as teachers and how those constructs may have contributed to their retention. This study collected data from four high school English teachers through two in-depth interviews, classroom observations, a self-made teacher journey concept map, and teaching artifacts in the form of a teaching experience “time capsule.” Through this data, the participants’ stories highlighting their journey to teaching, current careers, and insights on retention were re- storied then thematically coded and analyzed. Findings are in essence the stories themselves, but also reveal how these teachers narrate their career, societal impacts, quality of life, as well as what motivating factors inspire them to stay in the classroom and teach.
ContributorsLuszeck, Amanda (Author) / Blasingame, James (Thesis advisor) / Durand, Elizabeth S (Thesis advisor) / Bickmore, Steven (Committee member) / Crowe, Christopher (Committee member) / Arizona State University (Publisher)
Created2019
Description
This research shares findings from a qualitative case study featuring pre-service teachers enrolled in an undergraduate English methods course at a large public university. The participants engaged in a semester long course focused on different critical pedagogies, such as culturally sustaining pedagogy (Paris & Alim, 2014), funds of knowledge (Moll et al., 1992), and multicultural education (hooks, 1992). The purpose of the study was to determine what effect the study of critical pedagogies would have on the pre-service teachers’ design of a civic action unit for a secondary English language arts context. In terms of which critical pedagogies influenced the design of the civic action units, how the critical pedagogies were adapted for specific contexts, and how the critical pedagogies are negotiated with other systemic educational forces.
The data collection occurred over the final six weeks of the course and in a follow-up interview a month later. Data were drawn from the following sources: (1) participant’s weekly reflections, (2) audio recorded class discussions, (3) researcher field notes, (4) participant’s civic action units, and (5) follow-up interviews. The participant reflections, civic action units, and interviews went through three rounds of coding and were categorized to identify salient findings. The audio recordings and field notes were referenced to provide contextual details.
These findings show that when pre-service teachers engage in an ongoing dialogue about critical pedagogies, they design civic action units that apply a variety of critical pedagogies for a unique context while accounting for different systemic forces including educational standards, colleagues, and parents and policies. For the course, the participants were able to pick their unit’s focus and were responsible for the unit’s design. The participants designed units that engaged students in consciousness-raising experiences, and created opportunities for students to critically reflect on their world and take action to improve it. As a result, the participants in this study all reported that they planned on using their civic action unit in their future classrooms.
The data collection occurred over the final six weeks of the course and in a follow-up interview a month later. Data were drawn from the following sources: (1) participant’s weekly reflections, (2) audio recorded class discussions, (3) researcher field notes, (4) participant’s civic action units, and (5) follow-up interviews. The participant reflections, civic action units, and interviews went through three rounds of coding and were categorized to identify salient findings. The audio recordings and field notes were referenced to provide contextual details.
These findings show that when pre-service teachers engage in an ongoing dialogue about critical pedagogies, they design civic action units that apply a variety of critical pedagogies for a unique context while accounting for different systemic forces including educational standards, colleagues, and parents and policies. For the course, the participants were able to pick their unit’s focus and were responsible for the unit’s design. The participants designed units that engaged students in consciousness-raising experiences, and created opportunities for students to critically reflect on their world and take action to improve it. As a result, the participants in this study all reported that they planned on using their civic action unit in their future classrooms.
ContributorsCelaya, Anthony (Author) / Blasingame, James (Thesis advisor) / Durand, Elizabeth (Committee member) / Garcia, Antero (Committee member) / Arizona State University (Publisher)
Created2020