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Professional Development, Writer's Workshop And Identity: A Case Study Of Women Elementary School Teachers Using Writing As Resistance, Karla J. Zisook
Professional Development, Writer's Workshop And Identity: A Case Study Of Women Elementary School Teachers Using Writing As Resistance, Karla J. Zisook
Middle-Secondary Education and Instructional Technology Dissertations
The purpose of this qualitative case study was to uncover the ways that women elementary school teachers negotiate their identities within the context of writer’s workshop by exploring issues of gender, literacy, and identity. The two central participants were women elementary school teachers who were involved at their Professional Development School with university partnership and were learning how to implement a writer’s workshop instructional model. This study considers how the participants’ involvement in professional development with a university faculty member shaped their identities as women and professionals. The theoretical framework is critical theory and identity theory in which literacy and …
Passing As Literate: Gender, Dyslexia, And The Shaping Of Identities, Ellen Burns Hurst
Passing As Literate: Gender, Dyslexia, And The Shaping Of Identities, Ellen Burns Hurst
Middle-Secondary Education and Instructional Technology Dissertations
The purpose of this qualitative case study was to investigate the ways in which currently diagnosed dyslexic females, who navigated adolescence and their concomitant schooling without a definitive diagnosis of dyslexia, negotiated their identities in the figured world of school. To explore this phenomenon, it was necessary to understand the complexity of dyslexia as well as the theoretical underpinnings of identity construction, adolescence, and ―passing as literate.‖ This case study is informed by poststructuralist thought; through this lens I examine how my subjects perceived their worlds and how they negotiated the challenges associated with undiagnosed dyslexia. As they describe their …
Performing Identities As Literate Fourth Graders Via (D)Iscourse In A Testing-Driven Classroom, Meadow Sherrill Graham
Performing Identities As Literate Fourth Graders Via (D)Iscourse In A Testing-Driven Classroom, Meadow Sherrill Graham
Middle-Secondary Education and Instructional Technology Dissertations
Students in every classroom construct a (D)iscourse of literacy that reflects not only who they are but their environment as well. (D)iscourses are more than just dialogues, rather they integrate not only the cultural values and norms of that situation, but also the specific language needs (Gee, 2001). Additionally, (D)iscourses reveal the internal narratives of individuals as they present themselves within context to others (Bruner, 2002). The No Child Left Behind Act of 2001 (NCLB) introduced new influences on school and classroom environments. NCLB implemented standardized, high-stakes testing to measure student, teacher and school performance, attaching serious consequences to not …