Language, Literacy, and Sociocultural Studies ETDs

Publication Date

Spring 5-13-2023

Abstract

Classrooms are typically organized around the expectation that students’ voices should be used primarily for reciting answers elicited by teachers. Numerous studies show that moving away from this recitation model towards more dialogic practices has the potential to make literacy learning more effective and inclusive. Yet, dialogic classrooms in which students’ voices work together to create knowledge and make meaning of texts remain rare, especially in classrooms serving students of low-income and minority backgrounds. In order to understand how teachers develop their thinking about student voice and dialogic practices in literacy learning, I completed a qualitative case study of ten teachers using a narrative methodology. Drawing on a Vygotskian framework, I explored the stories novice teachers shared in explaining their thinking about the roles of students’ voices and the way these roles were shaped by their perceptions of their students’ personalities and perezhivanie

Keywords

dialogic practices, discussion, literature circles, narrative case study, student voice, Vygotsky’s concepts of personality and perezhivanie

Document Type

Dissertation

Language

English

Degree Name

Language, Literacy and Sociocultural Studies

Level of Degree

Doctoral

Department Name

Language, Literacy, and Sociocultural Studies

First Committee Member (Chair)

Ashley Dallacqua

Second Committee Member

Richard Meyer

Third Committee Member

Holbrook Mahn

Fourth Committee Member

Rebecca Sanchez

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