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    • 2019 Dissertations (UMKC)
    • 2019 UMKC Dissertations - Freely Available Online
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    Navigating Social-emotional Experiences for Readers: Stories of Two High-performing Urban Elementary Teachers

    McNeil, Hilary
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    [PDF] Navigating Social-emotional Experiences for Readers: Stories of Two High-performing Urban Elementary Teachers (3.618Mb)
    Date
    2019
    Format
    Thesis
    Metadata
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    Abstract
    Reading proficiency rates for elementary students in the United States are extremely concerning, especially for students in urban contexts (National Assessment of Educational Progress, 2017). Due to accountability pressures and high-stakes testing, low-performing urban schools often take measures such as narrowing the curriculum (Rentner et al., 2006), relying on skills-based instruction (Hollins, 2017; Kohn, 2011), and test-focused instruction (Jennings & Sohn, 2014; Maniates, 2017; Zoch, 2017a) in an attempt to increase test scores. Research shows, however, the social-emotional experience of reading is a powerful influence in a child’s reading development (Center for Advanced Study of Teaching and Learning, 2017; Francois, 2013; McLean, Sparapani, Toste, & Connor, 2016; Miller, 2015; Pianta, Belsky, Vandergrift, Houts, Morrison, & NICHD, 2008). This study utilizes narrative inquiry (Clandinin & Connelly, 2000) to investigate the navigation of social-emotional experiences for readers by two urban elementary teachers identified as high-performing based on their students’ reading test scores. Using Dewey’s (1938) concept that experience equates to education and Bronfenbrenner’s (1976) ecological human development theory as the framework, this study examined the question: What are the behaviors, actions, and beliefs of high-performing urban elementary teachers in navigating social-emotional experiences for readers? Findings provide insight about the two teachers’ behaviors, actions, and beliefs in navigating social-emotional reading experiences in their contextualized stories, as well as the unique driving forces and ecological systems of that navigation for each teacher.
    Table of Contents
    An introduction: stories worthy of study -- Review of related research: peeling back the layers -- Methodology: mapping out the study -- Findings and interpretation of data -- Why this matters -- Appendix A. overview of study presented to potential participants -- Appendix B. Initial interview protocol for teacher participants -- Appendix C. Follow-up interview protocol for teacher participants
    URI
    https://hdl.handle.net/10355/69668
    Degree
    Ph.D. (Doctor of Philosophy)
    Thesis Department
    Curriculum and Instruction (UMKC)
     
    Educational Leadership, Policy and Foundations (UMKC)
     
    Collections
    • 2019 UMKC Dissertations - Freely Available Online
    • Curriculum and Instruction Electronic Theses and Dissertations (UMKC)
    • Educational Leadership, Policy and Foundations (ELPF) Electronic Theses and Dissertations (UMKC)

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