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Bridges over Barriers : = Using Literature to Enhance Cultural Responsiveness.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Bridges over Barriers :/
Reminder of title:	Using Literature to Enhance Cultural Responsiveness.
Author:	Stefan, Corey Fitzpatrick.
Description:	1 online resource (135 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
Contained By:	Dissertations Abstracts International84-09A.
Subject:	Curriculum development. -
Online resource:	click for full text (PQDT)
ISBN:	9798377638995

Bridges over Barriers : = Using Literature to Enhance Cultural Responsiveness.
Stefan, Corey Fitzpatrick.

Bridges over Barriers :Using Literature to Enhance Cultural Responsiveness. - 1 online resource (135 pages)

Source: Dissertations Abstracts International, Volume: 84-09, Section: A.

Thesis (Ed.D.)--Northeastern University, 2023.

Includes bibliographical references

This dissertation examines the pedagogical obstacles faced by an instructor of an English Language Arts (ELA) classroom, and how an analytical study regarding literary text selection resulted in an upheaval regarding teacher preparation programs and text selection for ELA educators. This review sought the feedback of educators and graduates regarding how texts are selected for instruction, how they are taught, and which have proved most advantageous. The purpose of this research study is to understand the relationship between text selection for secondary English Language Arts (ELA) courses and their effect on the cultural responsivity of students in public secondary schools in Massachusetts. Cycle 1 Data Collection involved surveying secondary English teachers across Massachusetts, surveying English teachers at the research site, interviewing English teachers at the research site, as well as a focus group of former students. As a product of Cycle 1, action steps were designed and implemented in Cycle 2. The Cycle 2 action step sought to instruct a piece of culturally diverse literature to a predominantly white class of students to evaluate its ability to impact students' cultural responsiveness. The goal of the action step was to explore whether literature could be used as a vehicle for enhancing the cultural perspective and empathy of students. The synthetic analysis and thematic coding of the research concluded that text selection for a secondary ELA classroom is galvanized by the evolutionary social realities of contemporary society, but hampered by instructional preference and ambiguous expectations.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798377638995Subjects--Topical Terms:

1148494
Curriculum development.
Subjects--Index Terms:

Culturally diverse literatureIndex Terms--Genre/Form:

554714
Electronic books.

Bridges over Barriers : = Using Literature to Enhance Cultural Responsiveness.
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500 $a Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
500 $a Advisor: Unger, Christopher.
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504 $a Includes bibliographical references
520 $a This dissertation examines the pedagogical obstacles faced by an instructor of an English Language Arts (ELA) classroom, and how an analytical study regarding literary text selection resulted in an upheaval regarding teacher preparation programs and text selection for ELA educators. This review sought the feedback of educators and graduates regarding how texts are selected for instruction, how they are taught, and which have proved most advantageous. The purpose of this research study is to understand the relationship between text selection for secondary English Language Arts (ELA) courses and their effect on the cultural responsivity of students in public secondary schools in Massachusetts. Cycle 1 Data Collection involved surveying secondary English teachers across Massachusetts, surveying English teachers at the research site, interviewing English teachers at the research site, as well as a focus group of former students. As a product of Cycle 1, action steps were designed and implemented in Cycle 2. The Cycle 2 action step sought to instruct a piece of culturally diverse literature to a predominantly white class of students to evaluate its ability to impact students' cultural responsiveness. The goal of the action step was to explore whether literature could be used as a vehicle for enhancing the cultural perspective and empathy of students. The synthetic analysis and thematic coding of the research concluded that text selection for a secondary ELA classroom is galvanized by the evolutionary social realities of contemporary society, but hampered by instructional preference and ambiguous expectations.
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538 $a Mode of access: World Wide Web
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653 $a Action research
653 $a Curriculum reform
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