Abstract

This study explores the relationship between student personality, student choice in novel selection in the high school language arts classroom, and student reading self-efficacy and enjoyment. Throughout a student's educational journey, from elementary school to high school, it is typical to see a decrease in student choice regarding the literature they read. In elementary grades, students learn about the parts of a book, are frequently read to with animated voices, and look forward to shelves of choice on library trips. Yet as students move into their middle and high school years, the excitement often dwindles. Choice is removed, for a myriad of reasons, and students begin to face reading with dread and associate their grades with their ability to read, comprehend, and enjoy literary texts. This study uses the qualitative ethnographic methodology of Shirley Brice Heath and Brian V. Street to explore the impact of using personality as a lens for culturally sustaining pedagogy as is defined by Django Paris and H. Samy Alim. The researcher posits that analysis of novel characters using the nine Enneagram personality types assists the educator in making more informed, differentiated literature selections which, by extension, aids students in more successful and enjoyable reading experiences which improve their reading self-efficacy and champion their diverse ways of being.

Notes

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Graduation Date

2020

Semester

Summer

Advisor

Olan, Elsie

Degree

Master of Education (M.Ed.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Degree Program

Secondary Education; English Language Arts Education

Format

application/pdf

Identifier

CFE0008140; DP0023477

URL

https://purls.library.ucf.edu/go/DP0023477

Language

English

Release Date

August 2023

Length of Campus-only Access

3 years

Access Status

Masters Thesis (Campus-only Access)

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