ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1993.tb00038.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1993.tb00039.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

ABSTRACTThis article discusses a microethnographic approach to the study of classroom reading and writing. Inherent to a microethnographic perspective is a view of reading and writing as social and cultural processes. Reading and writing are viewed as a set of social and cultural events, in which people act and react to each other. This view of reading and writing is contrasted with dominant psychologically‐oriented views. Two dimensions of reading and writing as social and cultural processes are emphasized in the article: (1) author‐reader interaction, and (2) social relationships among people during a reading or writing event. The actions and reactions that people take to each other are necessarily indeterminate in meaning and significance, their meaning and significance is negotiated and reconstructed as people continue to interact. The indeterminacy of actions, reactions, and utterances provides a basis for dialogue and the co‐construction of meaning and action. A transcript of part of a classroom reading lesson is analyzed and discussed to provide an illustration of a microethnographic approach to understanding reading and writing as social and cultural processes and the role of indeterminacy. Implications of viewing reading and writing as social and cultural processes and the concept of necessary indeterminacy are extended to the conduct of reading res

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1993.tb00040.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

ABSTRACTWithin this article, the authors discuss a research project which entailed using teacher journals as a source of program development, assessment and change. Over the course of one year, teachers from the West Deptford school system voluntarily participated in a professional development program entitled the PENN Literacy Network. This training program was led by a member of the West Deptford school district, and its aim was to promote new ways of integrating reading, writing and talking into language arts classrooms and across the curriculum. During the course of this training year, teachers were asked to keep journals detailing their experiences and understanding of the critical experiences which they were presented with, and these journals were responded to by the facilitator of the course and were read by researchers associated with the PENN Literacy Network in order to answer questions and identify emergent themes.This paper addresses some findings, analysis and interpretation of the qualitative evaluation research project which grew out of a university/school district collaboration. It describes the Pennsylvania Framework and the critical learning experiences associated with this Framework and details, using journal citations, teachers’ reactions to the changes taking place within their classrooms and their teaching philosophies as they adapt such critical experiences to their own daily practice. The changes which occur in the program due to teacher feedback and concerns are discussed.Throughout this case study, the authors seek to answer the following questions:‘In what ways have teachers who participated in the professional development program utilized the concepts and practices of the new literacy effort in their classrooms?’ and ‘How do these teachers feel about these changes?’ They believe that using such questions to analyze the journals helps to provide validation data supporting the assumption that the PENN Literacy Network does facilitate change and this data helps the facilitator of the course, the organizers of the Network and the university researchers to integrate teacher voices into the program itself. In addition, teachers are able to use the journals to experiment and learn while sharing their thoughts and feelings with their colleagues as a form of teacher

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1993.tb00041.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

ABSTRACTThis paper attempts to show the importance of the interface between research findings and classroom practice. The writer demonstrates how the judicious use of research has informed the decisions made about reading in three schools of which she has been Head teacher. Two key influences have been an understanding of child development, and what that says about all learning, and the messages about learning to read conveyed by the psycholinguists. The link is made between these influences on learning and the context of overall ‘school effectiveness'. The central tenet in practical terms is the concept of the ‘literate environment'. In defining this term she recognizes the key role of parents and teachers as both ‘models’ for reading and supporters in the learning process. The component parts of the literate environment are described at length before finally the suggestion is made that perhaps it is time for there to be a less mechanistic type of reading r

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1993.tb00042.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

ABSTRACTDrawing on anthropological evidence that interactions with texts are often mediated through oral language practices and Vygotsky's ideas about the primacy of social dialogue for individual intellectual development, the authors argue that children's informal talk about both electronic and printed texts throws new light on the reading process as a whole. They analyse children's talk about a school library book, a piece of graffiti, a television programme and a film to show how readings are shaped by the social organization and personal relationships of the readers, whether in curriculum activities, friendship groups or at home in the family. Readings are constructed, contested and negotiated through talk at the point where texts are first calculated and reshaped again when they are jointly recalled. Talk also helps to construct the text's legitimate audience and the reader's position within it.

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1993.tb00043.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

ABSTRACTIn recent decades reading research has moved from predominantly quantitative work to more qualitative studies in which individual readers are observed in interaction with texts. Considerable differences have been found in the strategies employed by these readers, especially by those of different social and cultural backgrounds. These diverse strategies can be partly attributed to the different processes by which people learn to read and through the different ways in which they see written texts used in their own social environments; the contrasting situations and strategies of Japanese and Nigerian readers are used to illustrate the point. If teachers are to deal effectively with readers of various cultural backgrounds—as they must do in ESL and EFL classes—they need to know more about such contrasts; more work is therefore needed on the relationship between the literacy practices of cultural communities and the reading strategies of particular individu

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1993.tb00044.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1993.tb00045.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1993.tb00046.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY