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Tensions of Multimodality : = A Case of Teaching and Learning in One Secondary English Classroom.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Tensions of Multimodality :/
Reminder of title:	A Case of Teaching and Learning in One Secondary English Classroom.
Author:	Graham, Abbey Christine Krall.
Description:	1 online resource (238 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	Language arts. -
Online resource:	click for full text (PQDT)
ISBN:	9781369856064

Tensions of Multimodality : = A Case of Teaching and Learning in One Secondary English Classroom.
Graham, Abbey Christine Krall.

Tensions of Multimodality :A Case of Teaching and Learning in One Secondary English Classroom. - 1 online resource (238 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

English language arts in schools is positioned in a context where the meaning produced in the English classroom is caused and instantiated through a combination of contextual factors from both the national (i.e., government policy), and from the local level (i.e., district, school, and departmental ethos; as well as a teacher's and students' backgrounds). The purpose of this qualitative case study was to investigate teaching and learning surrounding a multimodal curriculum through the framework of multimodal social semiotics.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369856064Subjects--Topical Terms:

556677
Language arts.
Index Terms--Genre/Form:

554714
Electronic books.

Tensions of Multimodality : = A Case of Teaching and Learning in One Secondary English Classroom.
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100 1 $a Graham, Abbey Christine Krall. $3 1180039
245 1 0 $a Tensions of Multimodality : $b A Case of Teaching and Learning in One Secondary English Classroom.
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300 $a 1 online resource (238 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
502 $a Thesis (Ph.D.) $c North Carolina State University $d 2017.
504 $a Includes bibliographical references
520 $a English language arts in schools is positioned in a context where the meaning produced in the English classroom is caused and instantiated through a combination of contextual factors from both the national (i.e., government policy), and from the local level (i.e., district, school, and departmental ethos; as well as a teacher's and students' backgrounds). The purpose of this qualitative case study was to investigate teaching and learning surrounding a multimodal curriculum through the framework of multimodal social semiotics.
520 $a This research is situated in a 12th grade English classroom, located in a large district in a relatively homogenous mid-sized suburban city in the western United States. Participants included one teacher, Mr. Z, who was purposefully selected due to his position of revamping the senior curriculum which had been in flux for the past several years, and six students who volunteered to participate in the study. All data were collected over a three-month period and included classroom observations and field notes, teacher and student interviews, and classroom artifacts. Data were analyzed through open and holistic coding methods, and then collapsed into five larger themes (Saldana, 2014). The first theme focuses on the teacher's belief that a multimodal curriculum is one way to provide students with life lessons. The second and third themes focus on how students responded to a multimodal curriculum through their design decisions which focus on audience and harnessing multiple modes due to their familiarity with certain modes. The remaining two themes focus on the tensions that surfaced between teacher's pedagogy and students' engagement are based on perceptions of assignments and choices offered in the classroom. The findings from this study align with existing research on multimodal social semiotics in the English language arts classroom, and highlight the importance of teachers' beliefs on the classroom content, and utilizing a multimodal curriculum to provide students' choice and authentic literacy assignments. The findings from this study have implications for policymakers, practitioners, and future researchers.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Language arts. $3 556677
650 4 $a Pedagogy. $3 1148703
650 4 $a Secondary education. $3 1179560
655 7 $a Electronic books. $2 local $3 554714
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690 $a 0456
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710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a North Carolina State University. $b Curriculum and Instruction. $3 1180040
773 0 $t Dissertation Abstracts International $g 78-10A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10610723 $z click for full text (PQDT)