Matching Items (3)
Description
Small-group literacy instruction is frequently used in schools in order to engage students in discussions around texts. Instructional settings vary and produce a range of results. They are complex social spaces in which students position one another and themselves as they enact different identities. These identities are associated with sets of literacy practices. This paper describes the results of a study examining the ways in which 3rd and 4th grade students and their teachers positioned themselves and one another in three different small-group literacy settings and the literacy practices that they used as they performed their identities. Using a multimodal discourse analysis (Kress, 2012) and D/discourse analysis (Gee, 2005, 2011), the form and function of language and gestures were used to look at the kinds of identities that the participants enacted and the literacy practices that the students engaged in the different settings. The results of the analysis suggested that the identities that the participants performed were related to the context in which interactions around texts took place. The identities themselves were connected to the use certain literacy practices. The literacy practices used by the participants were also related to the classroom context. The findings suggest that it is important for teachers to consider the figured worlds active in small-group settings, the identities performed within those worlds, and the literacy practices in which students engage.
ContributorsKrauter, David (Author) / Marsh, Josephine P (Thesis advisor) / Gee, James P (Committee member) / Serafini, Frank (Committee member) / Arizona State University (Publisher)
Created2015
Description
Established in 1983 by the College Board, the National Hispanic Recognition Program annually recognizes approximately 3,300 Hispanic students who scored the highest on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT). These top-performing high school students are recruited by U.S. universities as National Hispanic Scholars with the offer of scholarships. Few studies have been conducted in the past 20 years about National Hispanic Scholars; and none have investigated the role of the scholars' parents in their children's academic success. The purpose of this study was to address the gap in the literature by providing a comprehensive view of the scholar-parent relationship across low-income and high-income categories. The focus was on exploring differences and similarities, according to income, between the scholar-parent relationships and the scholars' negotiation of scholarship achievement and their first-year university experience. The research question was "What are the experiences of low-income and high-income National Hispanic Scholars and the experiences of their parents from the students' childhood academic achievement through their early collegiate maturation?" Topical life history was the research methodology utilized to explore the students' academic progression. Eighteen interviews were conducted, including nine student-parent pairs. The students were asked to include the parent they felt was most influential in their decision to go to college; all students chose their mother. Interviews were conducted utilizing an interview protocol; however, participants were given opportunities to fully explain their responses. Drawing from the recorded and transcribed interviews, the researcher developed narratives for each scholar and analyzed data according to existing literature. Five thematic data categories--academic progression, racial identity, scholarship award, early collegiate maturation process, and matriarchal/ child relationship progression--were further analyzed between and across income groups. The study's major finding was that parents intentionally placed the scholars in schools or facilitated strategic circumstances that would ensure their children's academic success. Parental navigation of their children's academic activities--termed "positioning"--was present in the scholars' lives from their earliest years, and findings indicate the activity contributed to the students' becoming recipients of the National Hispanic Scholars award.
ContributorsUlibarrí-Nasio, Crystal S (Author) / Turner, Caroline S.V. (Thesis advisor) / Cuadraz, Gloria (Committee member) / Calleroz-White, Mistalene (Committee member) / Arizona State University (Publisher)
Created2010
Description
Music, which is easier to access than ever before, has become an integral part of many passionate enthusiasts’ lives. As a fellow music-obsessed listener, I set out to create and sell music-related art to other impassioned fans. This thesis contains every step of the business plan for Album Art By Andrew, including executive decisions based on primary and secondary research, as well as a projected P&L for the first year of operations.
ContributorsMarkau, Andrew (Author) / Eaton, Kate (Thesis director) / Schlacter, John (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / Department of Marketing (Contributor)
Created2023-12