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The Resource A critical phenomenological case study of the literacy experiences of struggling learnings in one suburban school, by April M. Adams, (electronic resource)

A critical phenomenological case study of the literacy experiences of struggling learnings in one suburban school, by April M. Adams, (electronic resource)

Creator
Contributor
Summary
The purpose of this critical phenomenological case study was to explore the literacy experiences of a selected population of struggling adolescent students in one Midwestern suburban high school setting. The theoretical framework used to make meaning of the data included: (a) the historical structure of secondary education and the evolution of leadership in schools; (b) democratic ideology in establishing literacy experiences within the context of macro and micro systems; (c) instructional pedagogy that embraces social constructivism, therefore, influencing the acquisition of critical literacy skills; and (d) adolescent self-efficacy. Critical theory views situations through the lens of social justice and power; thus, dispelling the myth that literacy only includes traditional reading instruction. In actuality, literacy requires curricular integration that embraces higher level cognitive engagement that affords students opportunities to make connections to societal issues.. The blending of critical theory with the phenomenon of literacy allows for the development of a thick rich description of the perceptions of literacy experiences as shared by struggling adolescent learners within the context of their literacy growth within and outside of school. Six case studies were drawn from the broader sample of 20 stories of struggling adolescent learners in one Midwestern suburban high school and were used to investigate the following research questions: (a) How do struggling adolescent learners describe their literacy experiences? (b) What perceptions to these students have about the influences of literacy in their lives both inside and outside of school? (c) What do teachers do to increase the critical literacy of struggling adolescent learners? Stories, interviews, classroom observations, and reflective journals were utilized for data collection and analysis. Findings supported the importance of the need to create classrooms that honor all levels of learning and cultural diversity. The theme of teacher relationships, as perceived by struggling learners, was the key element which influences the development of academic skills along with enhancement of self-efficacy within the classroom
Language
eng
Work
Publication
Extent
  • xii, 282 leaves
  • 1 online resource (296 pages)
Note
  • "A dissertation in education."
  • Advisor: Loyce Caruthers
  • Typescript
  • Vita
  • Title from "catalog record" of the print edition
  • Description based on contents viewed Aug. 23, 2011
Contents
  • Introduction
  • Review of literature
  • Methodology
  • Results and discussions
  • Sustaining in a virtual world
  • Appendix A. Sample district consent form
  • Appendix B. Sample building consent form
  • Appendix C. Sample student participation consent form
  • Appendix D. Sample teacher consent form
  • Appendix E. Writing prompt
  • Appendix F. Interview protocol
  • Appendix G. Classroom observational protocol
  • Appendix H. SSIRB approval letter
Instance
Label
A critical phenomenological case study of the literacy experiences of struggling learnings in one suburban school
Title
A critical phenomenological case study of the literacy experiences of struggling learnings in one suburban school
Statement of responsibility
by April M. Adams
Creator
Contributor
Thesis advisor
Subject
Genre
Language
eng
Summary
The purpose of this critical phenomenological case study was to explore the literacy experiences of a selected population of struggling adolescent students in one Midwestern suburban high school setting. The theoretical framework used to make meaning of the data included: (a) the historical structure of secondary education and the evolution of leadership in schools; (b) democratic ideology in establishing literacy experiences within the context of macro and micro systems; (c) instructional pedagogy that embraces social constructivism, therefore, influencing the acquisition of critical literacy skills; and (d) adolescent self-efficacy. Critical theory views situations through the lens of social justice and power; thus, dispelling the myth that literacy only includes traditional reading instruction. In actuality, literacy requires curricular integration that embraces higher level cognitive engagement that affords students opportunities to make connections to societal issues.. The blending of critical theory with the phenomenon of literacy allows for the development of a thick rich description of the perceptions of literacy experiences as shared by struggling adolescent learners within the context of their literacy growth within and outside of school. Six case studies were drawn from the broader sample of 20 stories of struggling adolescent learners in one Midwestern suburban high school and were used to investigate the following research questions: (a) How do struggling adolescent learners describe their literacy experiences? (b) What perceptions to these students have about the influences of literacy in their lives both inside and outside of school? (c) What do teachers do to increase the critical literacy of struggling adolescent learners? Stories, interviews, classroom observations, and reflective journals were utilized for data collection and analysis. Findings supported the importance of the need to create classrooms that honor all levels of learning and cultural diversity. The theme of teacher relationships, as perceived by struggling learners, was the key element which influences the development of academic skills along with enhancement of self-efficacy within the classroom
Additional physical form
Online version of the print edition.
Cataloging source
UMK
http://library.link/vocab/creatorDate
1970-
http://library.link/vocab/creatorName
Adams, April M.
Degree
Ph. D.
Dissertation year
2009.
Granting institution
School of Education. University of Missouri--Kansas City
Index
no index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
  • theses
http://library.link/vocab/relatedWorkOrContributorDate
1947-
http://library.link/vocab/relatedWorkOrContributorName
Caruthers, Loyce Ellenor
http://library.link/vocab/subjectName
  • Literacy programs
  • Multicultural education
  • Reading (Secondary)
  • Teenagers
  • Language arts (Secondary)
  • Language arts teachers
Label
A critical phenomenological case study of the literacy experiences of struggling learnings in one suburban school, by April M. Adams, (electronic resource)
Instantiates
Publication
Note
  • "A dissertation in education."
  • Advisor: Loyce Caruthers
  • Typescript
  • Vita
  • Title from "catalog record" of the print edition
  • Description based on contents viewed Aug. 23, 2011
Bibliography note
Includes bibliographical references (leaves 254-280)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier.
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent.
Contents
Introduction -- Review of literature -- Methodology -- Results and discussions -- Sustaining in a virtual world -- Appendix A. Sample district consent form -- Appendix B. Sample building consent form -- Appendix C. Sample student participation consent form -- Appendix D. Sample teacher consent form -- Appendix E. Writing prompt -- Appendix F. Interview protocol -- Appendix G. Classroom observational protocol -- Appendix H. SSIRB approval letter
Control code
747571352
Dimensions
28 cm.
Extent
  • xii, 282 leaves
  • 1 online resource (296 pages)
Form of item
electronic
Media category
computer
Media MARC source
rdamedia.
Media type code
  • c
Specific material designation
remote
System control number
(OCoLC)747571352
Label
A critical phenomenological case study of the literacy experiences of struggling learnings in one suburban school, by April M. Adams, (electronic resource)
Publication
Note
  • "A dissertation in education."
  • Advisor: Loyce Caruthers
  • Typescript
  • Vita
  • Title from "catalog record" of the print edition
  • Description based on contents viewed Aug. 23, 2011
Bibliography note
Includes bibliographical references (leaves 254-280)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier.
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent.
Contents
Introduction -- Review of literature -- Methodology -- Results and discussions -- Sustaining in a virtual world -- Appendix A. Sample district consent form -- Appendix B. Sample building consent form -- Appendix C. Sample student participation consent form -- Appendix D. Sample teacher consent form -- Appendix E. Writing prompt -- Appendix F. Interview protocol -- Appendix G. Classroom observational protocol -- Appendix H. SSIRB approval letter
Control code
747571352
Dimensions
28 cm.
Extent
  • xii, 282 leaves
  • 1 online resource (296 pages)
Form of item
electronic
Media category
computer
Media MARC source
rdamedia.
Media type code
  • c
Specific material designation
remote
System control number
(OCoLC)747571352

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Genre

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