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dc.contributor.advisorGilles, Caroleng
dc.contributor.authorCuff, Shannon C., 1978-eng
dc.date.issued2010eng
dc.date.submitted2010 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 24, 2010).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Carol Gilles.eng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionPh. D. University of Missouri--Columbia 2010.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Curriculum and instruction.eng
dc.description.abstractThe purpose of this naturalistic, qualitative inquiry is to provide more information about how literature discussion as a reading instructional strategy can work in the secondary classroom. Elementary teachers have known about and incorporated literature discussion into their curriculum for years. However, high school classrooms tend to focus more on covering content using anthologies and whole-class reads rather than giving students the opportunity to talk about what they're learning by using a variety of teacher-selected texts. By observing three teachers' literature discussion groups, we learn more about the decisions they make both as instructors and group participants as well as the classroom environment needed for students to be successful during the unit. These teachers help us think about when to step in and out of students' conversations and how to create instructional materials that will aid them in their understanding of a text.eng
dc.format.extentxiii, 242 pageseng
dc.identifier.merlinb77793407eng
dc.identifier.merlinb77793407eng
dc.identifier.oclc652522150eng
dc.identifier.urihttp://hdl.handle.net/10355/8294eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartof2010 Freely available dissertations (MU)eng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2010 Dissertationseng
dc.subject.lcshLiterature -- Study and teaching (Secondary)eng
dc.subject.lcshLiterature teacherseng
dc.titleA balancing act: negotiating the teacher roles of instructor and participant during a high school literature discussion uniteng
dc.typeThesiseng
thesis.degree.disciplineLearning, teaching and curriculum (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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