A critical phenomenological case study of the literacy experiences of struggling learnings in one suburban school

The Resource A critical phenomenological case study of the literacy experiences of struggling learnings in one suburban school

Label

A critical phenomenological case study of the literacy experiences of struggling learnings in one suburban school

Statement of responsibility

by April M. Adams

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

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

Context

Context of A critical phenomenological case study of the literacy experiences of struggling learnings in one suburban school

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