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Applying Social Network Analyses to Describe Literacy Development and Small Group Discourse for Multilingual Elementary Students
Applying Social Network Analyses to Describe Literacy Development and Small Group Discourse for Multilingual Elementary Students
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151023
- ISBN
- 9798382718750
- DDC
- 370
- 저자명
- Weaver, Andrew.
- 서명/저자
- Applying Social Network Analyses to Describe Literacy Development and Small Group Discourse for Multilingual Elementary Students
- 발행사항
- [Sl] : New York University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 223 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
- 주기사항
- Advisor: Kieffer, Michael J.
- 학위논문주기
- Thesis (Ph.D.)--New York University, 2024.
- 초록/해제
- 요약This three-paper dissertation uses social network analysis to examine the literacy development and small group discourse of multilingual students in Grades 4 and 5. The data come from a randomized-controlled trial testing the effectiveness of homogeneous and heterogeneous small groups for English learners. The first paper tests whether two types of social relationships, and how multiple languages are used in those relationships, are associated with reading comprehension directly, or indirectly via word recognition/decoding and English language comprehension. This paper uses a sample of multilingual students (N = 249) screened for participation in the larger study, and examines hang-out ties (i.e., who students like to hang-out with) and classwork ties (i.e., who students prefer to work on classwork with). Path model analyses indicated that the number of classwork ties, and the proportion of both hang-out and classwork ties that used multiple languages, negatively and indirectly associated with reading comprehension via English language comprehension. In the second study, I examine whether the number of hang-out ties among students participating in a small group literacy curriculum predicts the later reading comprehension of multilingual participants. I also test whether groups with low and high numbers of hang-out ties differ in interaction quality. This study uses a sample of multilingual students (N =143) participating in the larger study. Autoregressive path models indicated that the number of group hang-out ties negatively predicted later reading comprehension. Exploratory analyses of interaction quality suggested that teachers ask more open-ended questions and students give more elaborated responses in groups with low numbers of hang-out ties. In the third study, I model small group discourse as a social network to examine how discourse patterns differ by teacher, time, lesson type, and grouping. This paper uses a sample of linguistically diverse students (N = 18) participating in small groups using the same language and literacy curriculum. I transform transcripts into network edgelists of speakers and intended recipients, which I use to create visualizations and to estimate network statistics. Results indicated wide heterogeneity, with some groups adopting the dialogic principle of the curriculum quickly and others doing so by the end of implementation. Across all three papers, results suggested that social ties do matter for language and literacy learning of multilingual students, and that social network analysis can shed light on the important social factors that predict literacy.
- 일반주제명
- Education
- 일반주제명
- Reading instruction
- 일반주제명
- Linguistics
- 일반주제명
- Educational sociology
- 키워드
- English learners
- 기타저자
- New York University Teaching and Learning
- 기본자료저록
- Dissertations Abstracts International. 85-11A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798382718750
■035 ▼a(MiAaPQ)AAI30996695
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aWeaver, Andrew.
■24510▼aApplying Social Network Analyses to Describe Literacy Development and Small Group Discourse for Multilingual Elementary Students
■260 ▼a[Sl]▼bNew York University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a223 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-11, Section: A.
■500 ▼aAdvisor: Kieffer, Michael J.
■5021 ▼aThesis (Ph.D.)--New York University, 2024.
■520 ▼aThis three-paper dissertation uses social network analysis to examine the literacy development and small group discourse of multilingual students in Grades 4 and 5. The data come from a randomized-controlled trial testing the effectiveness of homogeneous and heterogeneous small groups for English learners. The first paper tests whether two types of social relationships, and how multiple languages are used in those relationships, are associated with reading comprehension directly, or indirectly via word recognition/decoding and English language comprehension. This paper uses a sample of multilingual students (N = 249) screened for participation in the larger study, and examines hang-out ties (i.e., who students like to hang-out with) and classwork ties (i.e., who students prefer to work on classwork with). Path model analyses indicated that the number of classwork ties, and the proportion of both hang-out and classwork ties that used multiple languages, negatively and indirectly associated with reading comprehension via English language comprehension. In the second study, I examine whether the number of hang-out ties among students participating in a small group literacy curriculum predicts the later reading comprehension of multilingual participants. I also test whether groups with low and high numbers of hang-out ties differ in interaction quality. This study uses a sample of multilingual students (N =143) participating in the larger study. Autoregressive path models indicated that the number of group hang-out ties negatively predicted later reading comprehension. Exploratory analyses of interaction quality suggested that teachers ask more open-ended questions and students give more elaborated responses in groups with low numbers of hang-out ties. In the third study, I model small group discourse as a social network to examine how discourse patterns differ by teacher, time, lesson type, and grouping. This paper uses a sample of linguistically diverse students (N = 18) participating in small groups using the same language and literacy curriculum. I transform transcripts into network edgelists of speakers and intended recipients, which I use to create visualizations and to estimate network statistics. Results indicated wide heterogeneity, with some groups adopting the dialogic principle of the curriculum quickly and others doing so by the end of implementation. Across all three papers, results suggested that social ties do matter for language and literacy learning of multilingual students, and that social network analysis can shed light on the important social factors that predict literacy.
■590 ▼aSchool code: 0146.
■650 4▼aEducation
■650 4▼aReading instruction
■650 4▼aLinguistics
■650 4▼aEducational sociology
■653 ▼aSocial network analysis
■653 ▼aLiteracy development
■653 ▼aSmall group discourse
■653 ▼aMultilingual elementary students
■653 ▼aEnglish learners
■690 ▼a0515
■690 ▼a0290
■690 ▼a0535
■690 ▼a0340
■71020▼aNew York University▼bTeaching and Learning.
■7730 ▼tDissertations Abstracts International▼g85-11A.
■790 ▼a0146
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160459▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
