Teacher Perspectives of the Impact of Socratic Seminars and Collaborative Discourse on Students' Reading Comprehension and Critical Literacy

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Walters, Paula
Titel	Teacher Perspectives of the Impact of Socratic Seminars and Collaborative Discourse on Students' Reading Comprehension and Critical Literacy
Quelle	(2022), (316 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, St. John's University (New York)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-9597-8
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Teaching Methods; Questioning Techniques; Seminars; Adult Students; Reading Comprehension; Critical Literacy; Nontraditional Students; College Students; Phenomenology; Transformative Learning; Urban Schools; Classroom Communication; Personal Autonomy; Social Development; Student Motivation; Self Efficacy; Classroom Environment; Metacognition; Academic Achievement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik; Seminar; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Leseverstehen; Kritisches Lesen; Collegestudent; Phenomenological psychology; Phänomenologie; Psychologie; Pädagogische Transformation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Klassengespräch; Individuelle Autonomie; Soziale Entwicklung; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Klassenklima; Unterrichtsklima; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulleistung
Abstract	Academic success is contingent on multiple factors not the least of which is literacy and comprehension. However, research demonstrates that literacy and comprehension levels for traditional aged high secondary school students, as well as non-traditional adult college students threaten the academic success of these demographics. Identifying instructional practices that reinforce all literacy levels and sustain students' motivation and engagement in the classroom is warranted as it may support students at the earliest levels of instruction, as well as offer support for the non-traditional adult college student who faces a plethora of challenges in pursuit of advanced credentials. The purpose of this phenomenological study was to investigate how the use of Socratic seminars and collaborative discourse as a tool of instruction impacted adult students' reading comprehension and critical literacy. This study was framed by constructivist and transformative learning theories. English professors (n = 5) and their students (n = 51) from two classes at a senior urban college, student volunteers for interviews (n = 7), student volunteers for two student directed focus groups (n = 15), and professor volunteers (n = 5) for a teacher led focus group were participants in the study. Data collection included individual interviews of professors and students, classroom observations, and focus groups of professors and students. Interview and observation data was analyzed using the constant comparative method. Teacher perspectives of the use of discourse as an instructional tool revealed a myriad of factors and themes including student autonomy, social development, motivation and efficacy, value placed on classroom interaction, the classroom environment, students' metacognition, and students' sense of marginalization all impacted students' overall performance. The study extends existing research that supports the use of Socratic and oral discourse in literacy development and to support reading comprehension. Limitations include the homogeneous population included in the study and the narrowness of the sample size. Recommendations for future research are discussed, as well as recommendations for educational practice. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01