서브메뉴
검색
Fostering Criticality in Surveilled Spaces: Teacher Educators and Preservice Teachers Navigating Accountability Through Their Sensemaking on Equity-Oriented Early Literacy Instruction
Fostering Criticality in Surveilled Spaces: Teacher Educators and Preservice Teachers Navigating Accountability Through Their Sensemaking on Equity-Oriented Early Literacy Instruction
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151122
- ISBN
- 9798382718781
- DDC
- 370
- 서명/저자
- Fostering Criticality in Surveilled Spaces: Teacher Educators and Preservice Teachers Navigating Accountability Through Their Sensemaking on Equity-Oriented Early Literacy Instruction
- 발행사항
- [Sl] : University of Colorado at Boulder, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 257 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
- 주기사항
- Advisor: Nogueron-Liu, Silvia.
- 학위논문주기
- Thesis (Ph.D.)--University of Colorado at Boulder, 2024.
- 초록/해제
- 요약This study explores university-based teacher educators' and undergraduate students' engagement with literacy coursework that meets the requirements of state accreditation while also developing instructional practices that honor the languages and literacies of racially, culturally, and linguistically diverse children. In this dissertation, the author describes challenges and affordances identified in a year-long study of a two-course literacy sequence on elementary reading and writing instruction. More specifically, the author explores how the instructors and preservice teachers navigate their understanding of the processes that support early literacy instruction and foundational skills of reading and the complexities at play as elementary schools grapple with shifts in K-5 literacy curricula to align with the Science of Reading. The dissertation concludes with recommendations for teacher education programs and early literacy instructional settings, in response to expectations to enact scripted lessons and routines, while finding ways to leverage children's home languages and cultural practices.
- 일반주제명
- Teacher education
- 일반주제명
- Instructional design
- 일반주제명
- Elementary education
- 일반주제명
- Linguistics
- 기타저자
- University of Colorado at Boulder Education
- 기본자료저록
- Dissertations Abstracts International. 85-11A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008250123s2024 us c eng d■001000017160827
■00520250211151122
■006m o d
■007cr#unu||||||||
■020 ▼a9798382718781
■035 ▼a(MiAaPQ)AAI31146731
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aDriscoll, Kristen N.▼0(orcid)0000-0003-2593-3950
■24510▼aFostering Criticality in Surveilled Spaces: Teacher Educators and Preservice Teachers Navigating Accountability Through Their Sensemaking on Equity-Oriented Early Literacy Instruction
■260 ▼a[Sl]▼bUniversity of Colorado at Boulder▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a257 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-11, Section: A.
■500 ▼aAdvisor: Nogueron-Liu, Silvia.
■5021 ▼aThesis (Ph.D.)--University of Colorado at Boulder, 2024.
■520 ▼aThis study explores university-based teacher educators' and undergraduate students' engagement with literacy coursework that meets the requirements of state accreditation while also developing instructional practices that honor the languages and literacies of racially, culturally, and linguistically diverse children. In this dissertation, the author describes challenges and affordances identified in a year-long study of a two-course literacy sequence on elementary reading and writing instruction. More specifically, the author explores how the instructors and preservice teachers navigate their understanding of the processes that support early literacy instruction and foundational skills of reading and the complexities at play as elementary schools grapple with shifts in K-5 literacy curricula to align with the Science of Reading. The dissertation concludes with recommendations for teacher education programs and early literacy instructional settings, in response to expectations to enact scripted lessons and routines, while finding ways to leverage children's home languages and cultural practices.
■590 ▼aSchool code: 0051.
■650 4▼aTeacher education
■650 4▼aInstructional design
■650 4▼aElementary education
■650 4▼aLinguistics
■653 ▼aCritical Whiteness Studies
■653 ▼aElementary teachers
■653 ▼aLiteracy instruction
■653 ▼aScience of Reading
■653 ▼aTeacher educators
■690 ▼a0530
■690 ▼a0447
■690 ▼a0524
■690 ▼a0290
■71020▼aUniversity of Colorado at Boulder▼bEducation.
■7730 ▼tDissertations Abstracts International▼g85-11A.
■790 ▼a0051
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160827▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
