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)
Resource Information
The item A critical phenomenological case study of the literacy experiences of struggling learnings in one suburban school, by April M. Adams, (electronic resource) represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Missouri-Kansas City Libraries.This item is available to borrow from 3 library branches.
Resource Information
The item A critical phenomenological case study of the literacy experiences of struggling learnings in one suburban school, by April M. Adams, (electronic resource) represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Missouri-Kansas City Libraries.
This item is available to borrow from 3 library branches.
- 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
- 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
- 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
- Subject
-
- Electronic dissertations
- Language arts (Secondary) -- Social aspects -- United States
- Language arts teachers -- United States
- Literacy programs -- United States
- Multicultural education -- United States
- Reading (Secondary) -- Social aspects -- United States
- Teenagers -- United States -- Books and reading
- Dissertation -- University of Missouri--Kansas City -- Education
- 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)
- 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)
- 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
Subject
- Electronic dissertations
- Language arts (Secondary) -- Social aspects -- United States
- Language arts teachers -- United States
- Literacy programs -- United States
- Multicultural education -- United States
- Reading (Secondary) -- Social aspects -- United States
- Teenagers -- United States -- Books and reading
- Dissertation -- University of Missouri--Kansas City -- Education
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<div class="citation" vocab="http://schema.org/"><i class="fa fa-external-link-square fa-fw"></i> Data from <span resource="http://link.library.umkc.edu/portal/A-critical-phenomenological-case-study-of-the/T05_EiNnFfs/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.library.umkc.edu/portal/A-critical-phenomenological-case-study-of-the/T05_EiNnFfs/">A critical phenomenological case study of the literacy experiences of struggling learnings in one suburban school, by April M. Adams, (electronic resource)</a></span> - <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.library.umkc.edu/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.library.umkc.edu/">University of Missouri-Kansas City Libraries</a></span></span></span></span></div>