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"Technically, I'm the One Who Came Up With the Group" : = The Development of a Classroom Culture of Reading and Writing in an Elementary Classroom.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	"Technically, I'm the One Who Came Up With the Group" :/
Reminder of title:	The Development of a Classroom Culture of Reading and Writing in an Elementary Classroom.
Author:	Ramirez-DelToro, Ginny.
Description:	1 online resource (253 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Elementary education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355191592

"Technically, I'm the One Who Came Up With the Group" : = The Development of a Classroom Culture of Reading and Writing in an Elementary Classroom.
Ramirez-DelToro, Ginny.

"Technically, I'm the One Who Came Up With the Group" :The Development of a Classroom Culture of Reading and Writing in an Elementary Classroom. - 1 online resource (253 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This dissertation reports on how features of interactions and instruction contributed to an elementary classroom culture of reading and writing that students and their teacher worked together to develop. Positioning theory informed analysis of participants' interactions as they used texts in social and academic ways. The theory of figured worlds and the sociocultural theory of literacy drove data generation during the eight months spent collecting data in a second grade classroom and during coding and analysis. The research answers the following questions: How do interactions, routines, and rituals in the classroom develop a classroom culture around reading and writing? (a) What kinds of interactions take place between the teacher and the students? (b) What kinds of interactions take place between students? (c) What routines and participation structures become an important part of classroom activities?

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

Mode of access: World Wide Web

ISBN: 9780355191592Subjects--Topical Terms:

1148439
Elementary education.
Index Terms--Genre/Form:

554714
Electronic books.

"Technically, I'm the One Who Came Up With the Group" : = The Development of a Classroom Culture of Reading and Writing in an Elementary Classroom.
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100 1 $a Ramirez-DelToro, Ginny. $3 1180109
245 1 0 $a "Technically, I'm the One Who Came Up With the Group" : $b The Development of a Classroom Culture of Reading and Writing in an Elementary Classroom.
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300 $a 1 online resource (253 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Amanda Godley.
502 $a Thesis (Ph.D.) $c University of Pittsburgh $d 2017.
504 $a Includes bibliographical references
520 $a This dissertation reports on how features of interactions and instruction contributed to an elementary classroom culture of reading and writing that students and their teacher worked together to develop. Positioning theory informed analysis of participants' interactions as they used texts in social and academic ways. The theory of figured worlds and the sociocultural theory of literacy drove data generation during the eight months spent collecting data in a second grade classroom and during coding and analysis. The research answers the following questions: How do interactions, routines, and rituals in the classroom develop a classroom culture around reading and writing? (a) What kinds of interactions take place between the teacher and the students? (b) What kinds of interactions take place between students? (c) What routines and participation structures become an important part of classroom activities?
520 $a Findings on the teacher were that her expectations for student interactions fostered storylines of care and respect among students; she used specific terms of address to position students academically and socially; and her expectation for participation led students to engage in talk during literacy instruction that demonstrated consistent agreement with and acceptance of each other's contributions. That talk did not include purposeful argumentation or challenging of each other's ideas.
520 $a Findings about students were that they brought academic talk into social spaces; they brought social talk into academic spaces, and they used language from various sources to engage in simultaneously social and academic positioning. Findings align with existing research on how teachers' positioning can foster positive student interactions during reading and writing instruction, and how students' positioning during reading and writing is social and academic. This study also contributes insights about how teachers can engage students in respectful, inclusive participation and dialogue to create space for everyone to discuss texts without silencing.
520 $a Implications for practice urge teachers to take up forms of talk like those that the teacher in this study used to foster among students care for each person's worth, and to extend that care as students and the teacher interact in developmentally appropriate critical literacy practices with texts to consider representations of race and gender.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Elementary education. $3 1148439
650 4 $a Language arts. $3 556677
650 4 $a Pedagogy. $3 1148703
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a University of Pittsburgh. $b Instruction and Learning. $3 1180110
773 0 $t Dissertation Abstracts International $g 79-01A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10645905 $z click for full text (PQDT)