國立虎尾科技大學 |

Reading Pedagogy that Engages All Students -- Even the Boys! An Interpretative Phenomenological Analysis.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Reading Pedagogy that Engages All Students -- Even the Boys! An Interpretative Phenomenological Analysis./
作者:	Dunn, Louise.
面頁冊數:	1 online resource (160 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369543209

Reading Pedagogy that Engages All Students -- Even the Boys! An Interpretative Phenomenological Analysis.
Dunn, Louise.

Reading Pedagogy that Engages All Students -- Even the Boys! An Interpretative Phenomenological Analysis. - 1 online resource (160 pages)

Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2016.

Includes bibliographical references

Statistical analyses reveal that boys struggle with reading all over the world. As a result, educators have sought authentic ways to change the reading experiences of young, reluctant male readers. These educators are not privileging boys over girls; rather, they seek to create methodologies to empower all students to acquire basic literacy skills. This interpretative phenomenological analysis (IPA) study captured the insights of teachers working with young boys in an international school setting undergoing a purposeful shift in teaching pedagogy. The insights gleaned from this study-shed light on the boys' experiences through the perspective of their teachers. The change in pedagogical practices that took place at this school aimed to establish a readers workshop approach to reading instruction with the goal of improving the literary lives of the students at the research site that had formerly used an unclear and unfocused philosophy on reading instruction. Self-determination theory provided the lens through which the researcher analyzed the data. Four themes emerged: (a) Effects of shifting pedagogy , (b) Constructing a learning community, (c) Comprehending the contribution of culture and gender on reading, and (d) Changing perspectives. Participants re-examined their educational approaches, benefiting students because the impact of students' voices and choice and how gender and culture played into the learning environment were incorporated in the design of pedagogical practices. The educators changed their pedagogical perspectives at the end of the initiative. The data suggests further investigation is needed that focuses on student voices. Findings are relevant for educators and administrators who work with students beginning their literacy and reluctant middle year children who have not developed a passion for reading.

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

Mode of access: World Wide Web

ISBN: 9781369543209Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Reading Pedagogy that Engages All Students -- Even the Boys! An Interpretative Phenomenological Analysis.
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