2021 Theses and Dissertations
Permanent URI for this collectionhttps://hdl.handle.net/11274/13278
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Browsing 2021 Theses and Dissertations by Author "Anderson, Nancy"
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Item Connecting home and school discourse(2/1/2021) Lang, Sherry M.; Anderson, NancyChildren’s first literacy experiences take place in homes embedded in families’ social practices and language interactions representing the primary Discourse system. Children’s home or primary Discourse significantly impacts literacy development. Teachers in schools the social represent a secondary Discourse system where literacy learning takes place. For some children, schools fail to build on their primary Discourse system, and as a result, struggle with literacy learning. This study focused on professional development for teachers aimed at supporting their understanding of Home and School Discourse. A qualitative descriptive design framed the inquiry into how teachers talk about Home and School Discourse in professional learning led by an Assistant Principal. Five teachers engaged in three one-hour school-based professional development after school and were interviewed by the Assistant Principal, who was also the researcher. The findings indicated three broad themes in their language around the Home and School Discourse. Teachers storied about their experiences, revealed deficit views or in some cases challenged deficit views, and asserted equity and access issues around curriculum, resources, and professional development. The findings shed light on how teachers talk about Home and School Discourse in focused professional development. Teachers mostly relied on stories and asserting equity and access to school district levels to curriculum and professional development rather than challenging deficit views and engaging in self-reflection.Item In-school and out-of-school adolescent identities in high school English Language Arts classrooms(11/18/2021) Thaggard, Kimberly; Anderson, NancyABSTRACT KIMBERLY VILLARREAL THAGGARD IN-SCHOOL AND OUT-OF-SCHOOL ADOLESCENT IDENTITIES IN HIGH SCHOOL ENGLISH LANGUAGE ARTS CLASSROOMS DECEMBER 2021 Adolescents’ in-school- identities, out-of-school identities, and literacy practices are intertwined and connected. This research project aimed to explore the development of adolescent identities and out-of-school literacy practices in students’ English Language Arts classes. As a high school teacher and administrator, the researcher adopted a constructivist approach and conducted a cross-case analysis of six ninth-grade students from classroom observations, interviews, and an identity-centered word sort activity created for the study. The researcher’s analyses revealed the students’ out-of-school identities, preferred literacy practices, and personal affinities were underrepresented in their English Language Arts class. The key findings in the study support a multi-faceted definition of literacy for adolescents and that identity-centered approaches in classrooms may be conducive to increasing their interest in English Language Arts skills and content. These findings support the argument that adolescents’ in-school- identities and out-of-school identities need to be incorporated into classroom literacy practices.