Constructing transformative experiences through problem posing in a high school English research project.

Description:

This dissertation chronicles my search to engage high school English students in inquiry as part of a formal research process. The perspective of critical literacy theory is used to describe the four phases of the problem posing process in shaping student research and action. Grounded in Freire's approach and consistent with Dewey and others who advocate inquiry, action and relevance, Wink's process is built into the instructional plan described in this study. Because of the real-life context of the classroom and the complex social phenomena being considered, a case study methodology was utilized in which multiple sources of data converged to develop the themes. Data sources included the work and artifacts of ten students in a tenth grade English class during the spring semester of 2008. The analysis focuses on the supports, the constraints and the impact of problem posing on the high school research assignment. The analysis, findings, and conclusions contribute to the literature in three areas: audience, reflection and grading.

Creator(s): Revelle, Carol L.
Creation Date: May 2009
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
Usage:
Total Uses: 215
Past 30 days: 4
Yesterday: 0
Creator (Author):
Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: May 2009
  • Digitized: October 2, 2009
Description:

This dissertation chronicles my search to engage high school English students in inquiry as part of a formal research process. The perspective of critical literacy theory is used to describe the four phases of the problem posing process in shaping student research and action. Grounded in Freire's approach and consistent with Dewey and others who advocate inquiry, action and relevance, Wink's process is built into the instructional plan described in this study. Because of the real-life context of the classroom and the complex social phenomena being considered, a case study methodology was utilized in which multiple sources of data converged to develop the themes. Data sources included the work and artifacts of ten students in a tenth grade English class during the spring semester of 2008. The analysis focuses on the supports, the constraints and the impact of problem posing on the high school research assignment. The analysis, findings, and conclusions contribute to the literature in three areas: audience, reflection and grading.

Degree:
Level: Doctoral
Language(s):
Subject(s):
Keyword(s): Problem posing | high school research | social action | secondary research | transformation | research paper
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 457813918 |
  • UNTCAT: b3799074 |
  • ARK: ark:/67531/metadc9919
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Revelle, Carol L.
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.