Keywords
workshop, secondary, language arts, ethnography, teacher research, high school
Abstract
The question guiding this qualitative study was: What are the literacy experiences of ninth-grade students in an English language arts workshop classroom? This study is an autoethnography and it chronicles six months in my ninth grade English classroom where I played the role of observant participant. It examines the process of reading and writing and how my perspective as a reader and a writer shapes my curricular decisions and influences my students as readers and writers.
Notes
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Graduation Date
2005
Semester
Fall
Advisor
Ousley, Denise
Degree
Doctor of Education (Ed.D.)
College
College of Education
Department
Teaching and Learning Principles
Degree Program
Curriculum and Instruction
Format
application/pdf
Identifier
CFE0000804
URL
http://purl.fcla.edu/fcla/etd/CFE0000804
Language
English
Release Date
January 2007
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
STARS Citation
Scanlon, Elizabeth, "The Literacy Experiences Of Ninth-graders And Their Teacher In An English Language Arts Workshop" (2005). Electronic Theses and Dissertations. 615.
https://stars.library.ucf.edu/etd/615