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dc.contributor.advisorShort, Kathyen_US
dc.contributor.authorKaser, Sandra Earlene, 1947-
dc.creatorKaser, Sandra Earlene, 1947-en_US
dc.date.accessioned2013-05-09T09:21:56Z
dc.date.available2013-05-09T09:21:56Z
dc.date.issued1999en_US
dc.identifier.urihttp://hdl.handle.net/10150/288975
dc.description.abstractThis dissertation is a teacher research study that focuses on reflection and literature response as a way to explore the identity development of children in my own fourth and fifth grade multiage classroom. I looked at drama, literature discussion, written responses, and visual images to explore how students construct their own identities within a school context. Data sources included audio and video tapes and transcripts, journals, field notes, photographs and student artifacts. The data was analyzed in three ways. The first part of the analysis is a discussion of the categories of students' issues. The second analysis section explores the spaces in the curriculum that allowed these issues to emerge or to be thought about more deeply. The third section of analysis is three case studies presented as photo documentaries. Each case study is an example of one of the three categories of identity construction: integrated, conceptual, and situational. The study speaks for learning experiences that are open-ended and which allow for collaboration, reflection, dialogue and personal response. The power of literature to support such learning experiences as relate to identity construction is evident. Creating space to consider issues of identity construction is to truly value diversity in the classroom.
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.subjectLiterature, General.en_US
dc.subjectEducation, Elementary.en_US
dc.subjectSociology, Individual and Family Studies.en_US
dc.titleExploring identity through responses to literatureen_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.identifier.proquest9927490en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage, Reading & Cultureen_US
thesis.degree.namePh.D.en_US
dc.identifier.bibrecord.b39566705en_US
refterms.dateFOA2018-09-06T06:47:37Z
html.description.abstractThis dissertation is a teacher research study that focuses on reflection and literature response as a way to explore the identity development of children in my own fourth and fifth grade multiage classroom. I looked at drama, literature discussion, written responses, and visual images to explore how students construct their own identities within a school context. Data sources included audio and video tapes and transcripts, journals, field notes, photographs and student artifacts. The data was analyzed in three ways. The first part of the analysis is a discussion of the categories of students' issues. The second analysis section explores the spaces in the curriculum that allowed these issues to emerge or to be thought about more deeply. The third section of analysis is three case studies presented as photo documentaries. Each case study is an example of one of the three categories of identity construction: integrated, conceptual, and situational. The study speaks for learning experiences that are open-ended and which allow for collaboration, reflection, dialogue and personal response. The power of literature to support such learning experiences as relate to identity construction is evident. Creating space to consider issues of identity construction is to truly value diversity in the classroom.


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