Matching Items (1,762)
Filtering by
- Creators: Schubert, Franz, 1797-1828
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
The purpose of this study was to analyze the impact of a context-based teaching approach (STS) versus a more traditional textbook approach on the attitudes and achievement of community college chemistry students. In studying attitudes toward chemistry within this study, I used a 30-item Likert scale in order to study the importance of chemistry in students' lives, the importance of chemistry, the difficulty of chemistry, interest in chemistry, and the usefulness of chemistry for their future career. Though the STS approach students had higher attitude post scores, there was no significant difference between the STS and textbook students' attitude post scores. It was noted that females had higher postattitude scores in the STS group, while males had higher postattitude scores in the textbook group. With regard to postachievement, I noted that males had higher scores in both groups. A correlation existed between postattitude and postachievement in the STS classroom. In summary, while an association between attitude and achievement was found in the STS classroom, teaching approach or sex was not found to influence attitudes, while sex was also not found to influence achievement. These results, overall, suggest that attitudes are not expected to change on the basis of either teaching approach or gender, and that techniques other than changing the teaching approach would need to be used in order to improve the attitudes of students. Qualitative analysis of an online discussion activity on Energy revealed that STS students were able to apply aspects of chemistry in decision making related to socioscientific issues. Additional analysis of interview and written responses provided insight regarding attitudes toward chemistry, with respect to topics of applicability of chemistry to life, difficulties with chemistry, teaching approach for chemistry, and the intent for enrolling in additional chemistry courses. In addition, the surveys of female students brought out subcategories with regard to emotional and professional characteristics of a good teacher, under the category of characteristics of teaching approach. With respect to the category of course experience, subcategories of useful knowledge to solve real-life problems and knowledge for future career were revealed. The differences between the control group females and STS group females with respect to these characteristics was striking and threw insight into how teacher behavior and teaching approach shape student attitudes to chemistry in case of female students.
ContributorsPerkins, Gita (Author) / Baker, Dale R. (Thesis advisor) / Sloane, Finbarr (Committee member) / Marsh, Josephine P (Committee member) / Arizona State University (Publisher)
Created2011
Description
The pace of technological development and the integral role technologies play in the lives of today's youth continue to transform perceptions and definitions of literacy. Just as the growth in completely online texts and the use of audio books and e-readers expands the definition of reading, digital platforms like blogs expand the notion of literary response and analysis. Responding to the complexities of literacy, this study examines the ways in which the literacy practice of blogging about young adult literature might elicit the active, intellectual orientation, or habits of mind, often sought in adolescent literacy development. Employing Gardner's Five Minds theory as an analysis tool and what Erickson calls "key linkages" as a framework, blog transcripts were read and coded. Those coded literacy acts were then linked to reveal any evidence of the creating, respectful, ethical, disciplined, and synthesizing habits of mind. From these overlays, empirical data tables emerged, accompanied by integrated case study narratives. Empirical data illustrate the aspects of the cases, and exposition provides a feature analysis of the habits of mind observed during blogging as a form of literary response to young adult literature. Results of this study suggest that bloggers writing about young adult books in a weblog environment reveal 1) some proficiency at synthesizing material, 2) a tendency to evaluate, 3) only moderate demonstration of the disciplined and respectful/ethical habits, 4) minimal evidence of the creating mind, and 5) moderate proficiency in basic transactional writing. Aligning with previous research, Talking with Our Fingertips illuminates possibilities for adopting pedagogical principles that provide student agency and potentially increase motivation and productivity.
ContributorsMiller, Donna L. (Donna Lynn) (Author) / Blasingame, James (Thesis advisor) / Chin, Beverly A (Committee member) / Marsh, Josephine P (Committee member) / Nilsen, Alleen P (Committee member) / Arizona State University (Publisher)
Created2011
ContributorsSchubert, Franz, 1797-1828 (Composer)
ContributorsSchubert, Franz, 1797-1828 (Composer)
ContributorsSchubert, Franz, 1797-1828 (Composer)
ContributorsSchubert, Franz, 1797-1828 (Composer)
ContributorsSchubert, Franz, 1797-1828 (Composer)
ContributorsSchubert, Franz, 1797-1828 (Composer)
ContributorsSchubert, Franz, 1797-1828 (Composer)