[-] Show simple item record

dc.contributor.advisorNash, Kindel A. Turner
dc.contributor.advisorWaddell, Jennifer Helen, 1971-
dc.contributor.authorMcNeil, Hilary
dc.date.issued2019
dc.date.submitted2019 Summer
dc.descriptionTitle from PDF of title page viewed September 23, 2019
dc.descriptionDissertation advisors: Kindel Nash and Jennifer Waddell
dc.descriptionVita
dc.descriptionIncludes bibliographical references (pages 242-275)
dc.descriptionThesis (Ph.D.)--School of Education. University of Missouri--Kansas City, 2019
dc.description.abstractReading 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.eng
dc.description.tableofcontentsAn 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
dc.format.extentxi, 277 pages
dc.identifier.urihttps://hdl.handle.net/10355/69668
dc.publisherUniversity of Missouri -- Kansas Cityeng
dc.subject.lcshReading comprehension -- Study and teaching
dc.subject.lcshElementary school teachers -- Attitudes
dc.subject.lcshEducation, Urban
dc.subject.otherDissertation -- University of Missouri--Kansas City -- Education
dc.titleNavigating Social-emotional Experiences for Readers: Stories of Two High-performing Urban Elementary Teacherseng
dc.typeThesiseng
thesis.degree.disciplineCurriculum and Instruction (UMKC)
thesis.degree.disciplineEducational Leadership Policy and Foundations (UMKC)
thesis.degree.grantorUniversity of Missouri--Kansas City
thesis.degree.levelDoctoral
thesis.degree.namePh.D. (Doctor of Philosophy)


Files in this item

[PDF]

This item appears in the following Collection(s)

[-] Show simple item record