I Can, We Can, and You Can: An Examination of How Teacher Agency Develops Learner Agency

Autor/in	Jahns, Aimee J.
Titel	I Can, We Can, and You Can: An Examination of How Teacher Agency Develops Learner Agency
Quelle	(2009), (301 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Marian University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-4819-9
Schlagwörter	Hochschulschrift; Dissertation; Grade 2; Pedagogical Content Knowledge; Classroom Techniques; Investigations; Interaction; Elementary School Teachers; Teaching Models; Teacher Attitudes; Literacy; Data Analysis; Classroom Environment; Teacher Student Relationship; Elementary School Students; Reading; Writing (Composition) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 02; 2. Schuljahr; Schuljahr 02; Pädagogische Kompetenz; Klassenführung; Untersuchung; Interaktion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrmodell; Lehrerverhalten; Alphabetisierung; Schreib- und Lesefähigkeit; Auswertung; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Leseprozess; Lesen; Schreibübung
Abstract	This research investigated how teacher dispositions along with content knowledge and pedagogical knowledge work together in the action of second grade classrooms through two descriptive case studies. Focus of the observations was on the interactions between two expert second grade teachers and their students during times of reading and writing. A framework to evaluate teacher agency was created using four levels of analysis. Analysis examined teacher dispositions in the areas of classroom management, instruction, and assessment. Analysis also examined the two teacher participants for characteristics of expert teachers and qualities of environmental conditions and instructional behaviors that promote learner agency. Finally, the sense of literacy of the teachers was examined for its effects on the learners in their classrooms. Use of four levels of analysis allowed for a more nuanced and complex description of how each teacher's disposition, knowledge and pedagogical skill was integrated and displayed during that teacher's interactions with the students in her classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10