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High School Science Teachers' Interpretations and Perceptions of Reform and Literacy in the Discipline of Science.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	High School Science Teachers' Interpretations and Perceptions of Reform and Literacy in the Discipline of Science./
作者:	Lesinski-Roscoe, Rachel A.
面頁冊數:	1 online resource (355 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
標題:	Reading instruction. -
電子資源:	click for full text (PQDT)
ISBN:	9781369886115

High School Science Teachers' Interpretations and Perceptions of Reform and Literacy in the Discipline of Science.
Lesinski-Roscoe, Rachel A.

High School Science Teachers' Interpretations and Perceptions of Reform and Literacy in the Discipline of Science. - 1 online resource (355 pages)

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ed.D.)--Northern Illinois University, 2017.

Includes bibliographical references

This qualitative study sought to gain an understanding of science teachers' perceptions of reform and their role in implementing reform and science-based literacy practices in the classroom, as well as gain an understanding of science teachers' knowledge of disciplinary literacy as the implied framework of reform (i.e., the Next Generation Science Standards). Four focal participants from a suburban, middle-class high school district comprised of two high schools participated in semi-structured interviews, observations, and a stimulated recall task and interview. Data analysis revealed some of the Discourse memberships in which participants claimed membership and the tensions that resulted from those memberships. From this data, a theory emerged of the role of third space in navigating these tensions, and a model for developing a third space is presented, which literacy professionals can reference when working to develop collaborative relationships with science teachers in order to scaffold science-specific literacy practices for student engagement. The information in this study prompts future research regarding the ability of science teachers and literacy professionals to navigate Discourses in a Field Code Changed third space using a disciplinary literacy approach to developing curriculum in order to apprentice students into the discipline of science and develop a citizenry of scientifically literate individuals.

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

Mode of access: World Wide Web

ISBN: 9781369886115Subjects--Topical Terms:

1148440
Reading instruction.
Index Terms--Genre/Form:

554714
Electronic books.

High School Science Teachers' Interpretations and Perceptions of Reform and Literacy in the Discipline of Science.
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504 $a Includes bibliographical references
520 $a This qualitative study sought to gain an understanding of science teachers' perceptions of reform and their role in implementing reform and science-based literacy practices in the classroom, as well as gain an understanding of science teachers' knowledge of disciplinary literacy as the implied framework of reform (i.e., the Next Generation Science Standards). Four focal participants from a suburban, middle-class high school district comprised of two high schools participated in semi-structured interviews, observations, and a stimulated recall task and interview. Data analysis revealed some of the Discourse memberships in which participants claimed membership and the tensions that resulted from those memberships. From this data, a theory emerged of the role of third space in navigating these tensions, and a model for developing a third space is presented, which literacy professionals can reference when working to develop collaborative relationships with science teachers in order to scaffold science-specific literacy practices for student engagement. The information in this study prompts future research regarding the ability of science teachers and literacy professionals to navigate Discourses in a Field Code Changed third space using a disciplinary literacy approach to developing curriculum in order to apprentice students into the discipline of science and develop a citizenry of scientifically literate individuals.
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