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dc.contributor.advisorCarter, Kathyen_US
dc.contributor.authorJurich, Donna Louise
dc.creatorJurich, Donna Louiseen_US
dc.date.accessioned2013-04-25T10:00:15Z
dc.date.available2013-04-25T10:00:15Z
dc.date.issued2000en_US
dc.identifier.urihttp://hdl.handle.net/10150/284199
dc.description.abstractThis narrative study focuses on the stories of two bilingual elementary teachers. The teachers participated in a series of in-depth phenomenological interviews examining the relationship between their stories of becoming bilingual teachers and their current bilingual teaching practices. The stories were analyzed and represented in two ways, first in terms of story structure and second for themal coherence. The analysis of story structure was based on the work of William Labov (1972, 1982) and revealed ways in which these story tellers crafted complex narratives using specific, general, and hypothetical stories, as well as embedding stories Within stories. In addition, the stories were analyzed for themes that created threads of themal coherence (Agar & Hobbs, 1982, 1985) woven through all three interviews. The analysis of themal coherence revealed that issues that emerge in teachers' life stories also appear in their narratives of classroom practice. In addition, the study underscores the complexity of narrative research in terms of issues such as ownership, authority and representation.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectEducation, Bilingual and Multicultural.en_US
dc.subjectEducation, Elementary.en_US
dc.subjectEducation, Teacher Training.en_US
dc.titleA story of stories: A study of bilingual teachers' educational histories and classroom narrativesen_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.identifier.proquest9983875en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.namePh.D.en_US
dc.identifier.bibrecord.b40824500en_US
refterms.dateFOA2018-09-06T02:04:48Z
html.description.abstractThis narrative study focuses on the stories of two bilingual elementary teachers. The teachers participated in a series of in-depth phenomenological interviews examining the relationship between their stories of becoming bilingual teachers and their current bilingual teaching practices. The stories were analyzed and represented in two ways, first in terms of story structure and second for themal coherence. The analysis of story structure was based on the work of William Labov (1972, 1982) and revealed ways in which these story tellers crafted complex narratives using specific, general, and hypothetical stories, as well as embedding stories Within stories. In addition, the stories were analyzed for themes that created threads of themal coherence (Agar & Hobbs, 1982, 1985) woven through all three interviews. The analysis of themal coherence revealed that issues that emerge in teachers' life stories also appear in their narratives of classroom practice. In addition, the study underscores the complexity of narrative research in terms of issues such as ownership, authority and representation.


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