서브메뉴
검색
"It's Much:" Teacher Collective Sensemaking and Affective Experience With Mandated Literacy Curriculum
"It's Much:" Teacher Collective Sensemaking and Affective Experience With Mandated Literacy Curriculum
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105325
- ISBN
- 9798293873234
- DDC
- 372
- 서명/저자
- Its Much: Teacher Collective Sensemaking and Affective Experience With Mandated Literacy Curriculum
- 발행사항
- [Sl] : Vanderbilt University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 205 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-03, Section: A.
- 주기사항
- Advisor: Leander, Kevin M.;Goodwin, Amanda P.
- 학위논문주기
- Thesis (Ph.D.)--Vanderbilt University, 2025.
- 초록/해제
- 요약This dissertation is an ethnographic study of teachers' sensemaking and experience with literacy curriculum and reform policy while planning. It was implemented with a rhizomatic approach which frames planning meetings as potential events and considers the plans, understandings, feelings and possibilities that emerge and endure through them. Analysis reflects the literacy planning of a second-grade team over the course of a school year. While a variety of data was generated and collected , the analyses reported in this dissertation all connect to formal and informal planning meetings, which were the only video-recorded interactions of the study. Analysis was conducted with a variety of discourse-analytic, post-structural, and participatory approaches around the teaching team's sensemaking and experience with planning and curricula, and the identities, concepts, and capacities that endured beyond them. Findings traced discursive strategies employed during planning, how curricula and present and past policies constrained sensemaking, and narrowed but contested identities and capacities that emerged.
- 일반주제명
- Reading instruction
- 일반주제명
- Curriculum development
- 일반주제명
- Elementary education
- 기본자료저록
- Dissertations Abstracts International. 87-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008260126s2025 us c eng d■001000017360231
■00520260202105325
■006m o d
■007cr#unu||||||||
■020 ▼a9798293873234
■035 ▼a(MiAaPQ)AAI32307513
■035 ▼a(MiAaPQ)0242vireo2787Havazelet
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a372
■1001 ▼aHavazelet, Michael S.
■24510▼a"It's Much:" Teacher Collective Sensemaking and Affective Experience With Mandated Literacy Curriculum
■260 ▼a[Sl]▼bVanderbilt University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a205 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-03, Section: A.
■500 ▼aAdvisor: Leander, Kevin M.;Goodwin, Amanda P.
■5021 ▼aThesis (Ph.D.)--Vanderbilt University, 2025.
■520 ▼aThis dissertation is an ethnographic study of teachers' sensemaking and experience with literacy curriculum and reform policy while planning. It was implemented with a rhizomatic approach which frames planning meetings as potential events and considers the plans, understandings, feelings and possibilities that emerge and endure through them. Analysis reflects the literacy planning of a second-grade team over the course of a school year. While a variety of data was generated and collected , the analyses reported in this dissertation all connect to formal and informal planning meetings, which were the only video-recorded interactions of the study. Analysis was conducted with a variety of discourse-analytic, post-structural, and participatory approaches around the teaching team's sensemaking and experience with planning and curricula, and the identities, concepts, and capacities that endured beyond them. Findings traced discursive strategies employed during planning, how curricula and present and past policies constrained sensemaking, and narrowed but contested identities and capacities that emerged.
■590 ▼aSchool code: 0242.
■650 4▼aReading instruction
■650 4▼aCurriculum development
■650 4▼aElementary education
■650 4▼aEducational administration
■653 ▼aElementary literacy
■653 ▼aTeacher sensemaking
■653 ▼aLiteracy planning
■653 ▼aLiteracy curriculum
■690 ▼a0727
■690 ▼a0524
■690 ▼a0535
■690 ▼a0514
■71020▼aVanderbilt University.
■7730 ▼tDissertations Abstracts International▼g87-03A.
■790 ▼a0242
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17360231▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
