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The Resource Navigating Social-emotional Experiences for Readers : Stories of Two High-performing Urban Elementary Teachers, by Hilary McNeil

Navigating Social-emotional Experiences for Readers : Stories of Two High-performing Urban Elementary Teachers, by Hilary McNeil

Creator
Author
Contributor
Summary
Reading proficiency rates for elementary students in the United States are extremely concerning, especially for students in urban contexts (National Assessment of Educational Progress, 2017). Due to accountability pressures and high-stakes testing, low-performing urban schools often take measures such as narrowing the curriculum (Rentner et al., 2006), relying on skills-based instruction (Hollins, 2017; Kohn, 2011), and test-focused instruction (Jennings & Sohn, 2014; Maniates, 2017; Zoch, 2017a) in an attempt to increase test scores. Research shows, however, the social-emotional experience of reading is a powerful influence in a child's reading development (Center for Advanced Study of Teaching and Learning, 2017; Francois, 2013; McLean, Sparapani, Toste, & Connor, 2016; Miller, 2015; Pianta, Belsky, Vandergrift, Houts, Morrison, & NICHD, 2008). This study utilizes narrative inquiry (Clandinin & Connelly, 2000) to investigate the navigation of social-emotional experiences for readers by two urban elementary teachers identified as high-performing based on their students' reading test scores. Using Dewey's (1938) concept that experience equates to education and Bronfenbrenner's (1976) ecological human development theory as the framework, this study examined the question: What are the behaviors, actions, and beliefs of high-performing urban elementary teachers in navigating social-emotional experiences for readers? Findings provide insight about the two teachers' behaviors, actions, and beliefs in navigating social-emotional reading experiences in their contextualized stories, as well as the unique driving forces and ecological systems of that navigation for each teacher
Language
eng
Work
Publication
Extent
1 online resource (277 pages)
Note
  • "A dissertation in Curriculum and Instruction and Educational Leadership Policy and Foundations."
  • Advisors: Kindel Nash and Jennifer Waddell
  • Vita
Contents
  • An introduction: stories worthy of study
  • Review of related research: peeling back the layers
  • Methodology: mapping out the study
  • Findings and interpretation of data
  • Why this matters
  • Appendix A. overview of study presented to potential participants
  • Appendix B. Initial interview protocol for teacher participants
  • Appendix C. Follow-up interview protocol for teacher participants
Instance
Label
Navigating Social-emotional Experiences for Readers : Stories of Two High-performing Urban Elementary Teachers
Title
Navigating Social-emotional Experiences for Readers
Title remainder
Stories of Two High-performing Urban Elementary Teachers
Statement of responsibility
by Hilary McNeil
Creator
Contributor
Author
Degree supervisor
Subject
Genre
Language
eng
Summary
Reading proficiency rates for elementary students in the United States are extremely concerning, especially for students in urban contexts (National Assessment of Educational Progress, 2017). Due to accountability pressures and high-stakes testing, low-performing urban schools often take measures such as narrowing the curriculum (Rentner et al., 2006), relying on skills-based instruction (Hollins, 2017; Kohn, 2011), and test-focused instruction (Jennings & Sohn, 2014; Maniates, 2017; Zoch, 2017a) in an attempt to increase test scores. Research shows, however, the social-emotional experience of reading is a powerful influence in a child's reading development (Center for Advanced Study of Teaching and Learning, 2017; Francois, 2013; McLean, Sparapani, Toste, & Connor, 2016; Miller, 2015; Pianta, Belsky, Vandergrift, Houts, Morrison, & NICHD, 2008). This study utilizes narrative inquiry (Clandinin & Connelly, 2000) to investigate the navigation of social-emotional experiences for readers by two urban elementary teachers identified as high-performing based on their students' reading test scores. Using Dewey's (1938) concept that experience equates to education and Bronfenbrenner's (1976) ecological human development theory as the framework, this study examined the question: What are the behaviors, actions, and beliefs of high-performing urban elementary teachers in navigating social-emotional experiences for readers? Findings provide insight about the two teachers' behaviors, actions, and beliefs in navigating social-emotional reading experiences in their contextualized stories, as well as the unique driving forces and ecological systems of that navigation for each teacher
Cataloging source
UMK
http://library.link/vocab/creatorName
McNeil, Hilary
Degree
Ph.D.
Dissertation note
(School of Education).
Dissertation year
2019.
Granting institution
University of Missouri-Kansas City,
Illustrations
illustrations
Index
no index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
  • theses
http://library.link/vocab/relatedWorkOrContributorDate
1971-
http://library.link/vocab/relatedWorkOrContributorName
  • Nash, Kindel A. Turner
  • Waddell, Jennifer Helen
http://library.link/vocab/subjectName
  • Reading comprehension
  • Elementary school teachers
  • Education, Urban
Label
Navigating Social-emotional Experiences for Readers : Stories of Two High-performing Urban Elementary Teachers, by Hilary McNeil
Instantiates
Publication
Copyright
Note
  • "A dissertation in Curriculum and Instruction and Educational Leadership Policy and Foundations."
  • Advisors: Kindel Nash and Jennifer Waddell
  • Vita
Antecedent source
not applicable
Bibliography note
Includes bibliographical references (pages 242-275)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
black and white
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
An introduction: stories worthy of study -- Review of related research: peeling back the layers -- Methodology: mapping out the study -- Findings and interpretation of data -- Why this matters -- Appendix A. overview of study presented to potential participants -- Appendix B. Initial interview protocol for teacher participants -- Appendix C. Follow-up interview protocol for teacher participants
Control code
1120724855
Dimensions
unknown
Extent
1 online resource (277 pages)
File format
one file format
Form of item
online
Level of compression
mixed
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
illustrations.
Quality assurance targets
not applicable
Specific material designation
remote
System control number
(OCoLC)1120724855
System details
  • The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
  • Mode of access: World Wide Web
Label
Navigating Social-emotional Experiences for Readers : Stories of Two High-performing Urban Elementary Teachers, by Hilary McNeil
Publication
Copyright
Note
  • "A dissertation in Curriculum and Instruction and Educational Leadership Policy and Foundations."
  • Advisors: Kindel Nash and Jennifer Waddell
  • Vita
Antecedent source
not applicable
Bibliography note
Includes bibliographical references (pages 242-275)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
black and white
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
An introduction: stories worthy of study -- Review of related research: peeling back the layers -- Methodology: mapping out the study -- Findings and interpretation of data -- Why this matters -- Appendix A. overview of study presented to potential participants -- Appendix B. Initial interview protocol for teacher participants -- Appendix C. Follow-up interview protocol for teacher participants
Control code
1120724855
Dimensions
unknown
Extent
1 online resource (277 pages)
File format
one file format
Form of item
online
Level of compression
mixed
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
illustrations.
Quality assurance targets
not applicable
Specific material designation
remote
System control number
(OCoLC)1120724855
System details
  • The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
  • Mode of access: World Wide Web

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