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Literacy centers in a first-grade cl...

Bates, Celeste Compton.

Literacy centers in a first-grade classroom: The contextual elements and their influence on literacy learning.

紀錄類型:	書目-電子資源 : 單行本
正題名/作者:	Literacy centers in a first-grade classroom: The contextual elements and their influence on literacy learning./
作者:	Bates, Celeste Compton.
面頁冊數:	125 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3631.
Contained By:	Dissertation Abstracts International64-10A.
標題:	Education, Reading. -
電子資源:	Download fulltext (下載全文)
ISBN:	0496576615

Literacy centers in a first-grade classroom: The contextual elements and their influence on literacy learning.
Bates, Celeste Compton.

Literacy centers in a first-grade classroom: The contextual elements and their influence on literacy learning. - 125 p.

Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3631.

Thesis (Ph.D.)--Georgia State University, 2003.

This study explored the contextual elements surrounding literacy centers in a first-grade classroom and how these elements influence the literacy learning of children. Literacy centers, in this case, were defined as specific areas where children worked in small heterogeneous groups on activities that focused on or integrated literacy. The participants included the classroom teacher, 21 students, and the researcher, who assumed the role of observer-participant. This investigation was of naturalistic design (Lincoln & Guba, 1985). Data sources included fieldnotes collected two days a week for 24 weeks, teacher and student interviews, and audiotape transcriptions of the children working in literacy centers. The constant-comparative method of data analysis (Glaser & Strauss, 1967) was employed to hone the categories that emerged. Additionally, a recursive-generative process examining literature in the field in relation to emerging themes helped refine the categories and was also used to inform subsequent data collection and analysis. Triangulation of the data occurred across sources and collection methods. Visual data displays of the categories were assembled to aid in the reconstruction of the data. During data collection and analysis, credibility, transferability, dependability, and confirmability were preserved in order to establish rigor (Lincoln & Guba).

ISBN: 0496576615Subjects--Topical Terms:

1000005408
Education, Reading.

Literacy centers in a first-grade classroom: The contextual elements and their influence on literacy learning.
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245 1 0 $a Literacy centers in a first-grade classroom: The contextual elements and their influence on literacy learning.
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500 $a Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3631.
500 $a Adviser: Joyce Many.
502 $a Thesis (Ph.D.)--Georgia State University, 2003.
520 $a This study explored the contextual elements surrounding literacy centers in a first-grade classroom and how these elements influence the literacy learning of children. Literacy centers, in this case, were defined as specific areas where children worked in small heterogeneous groups on activities that focused on or integrated literacy. The participants included the classroom teacher, 21 students, and the researcher, who assumed the role of observer-participant. This investigation was of naturalistic design (Lincoln & Guba, 1985). Data sources included fieldnotes collected two days a week for 24 weeks, teacher and student interviews, and audiotape transcriptions of the children working in literacy centers. The constant-comparative method of data analysis (Glaser & Strauss, 1967) was employed to hone the categories that emerged. Additionally, a recursive-generative process examining literature in the field in relation to emerging themes helped refine the categories and was also used to inform subsequent data collection and analysis. Triangulation of the data occurred across sources and collection methods. Visual data displays of the categories were assembled to aid in the reconstruction of the data. During data collection and analysis, credibility, transferability, dependability, and confirmability were preserved in order to establish rigor (Lincoln & Guba).
520 $a The study yielded five contextual elements: teacher expectations, self-monitoring behaviors, materials and resources, social interactions, and physical design. These elements together comprised the overarching context surrounding literacy centers and individually and collaboratively influenced the children's literacy learning. The teacher's awareness of the context surrounding literacy centers and her culturally responsive approach in conjunction with the aforementioned elements helped the students connect decontextualized literacy learning to a familiar context.
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