No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

Voice is an integral part of writing instruction, and over half of state writing assessments include voice on scoring rubrics; yet, there is a dearth of research on voice and writing instruction with adolescents. Increasingly new literacies and digital tools are being used in the high school English classroom but with relatively little known about how these tools can teach voice during writing instruction. This qualitative single-case study examined how a public school, ninth-grade English teacher used new literacies to develop voice in students' writing and participants' perception of these instructional choices. The sample included the teacher and 14 students, and data collection included classroom observations, participant interviews, motivation inventories, reflective logs, state writing scores, students' writing folders, and wiki documents. An iterative process of inductive and deductive analysis led to key findings about instructional planning, purposeful writing assignments, teacher feedback, and participant response. Findings indicate that further attention is needed with respect to text structure development, writing pedagogy, and voice in writing; teachers' response to students' writing in digital environments; and motivation and adolescent writing. / Ph. D.

This study was designed to explore written responses of dialogue journals in a fourth-grade social studies classroom to better understand individuals' meaning-making responses during content-based lessons. The Transactional Theory of Literacy acknowledges that readers generate individualized experiences as they transact with literacy. Although Rosenblatt focused explicitly on the transactions readers make with text, this study expands the idea of these transactions to the more current, unbounded definition of text. Writing could be the tool used for students to record these transactions that lead to their continuously changing, individualized understandings. Through journals, students conversed with one another using written dialogue in the continued generation or restructuring of existing understandings in response to exposure of a content-specific text. The following research questions were addressed in the study: How do written responses of fourth-grade students made in dialogue journals express students' understandings of content-based lessons? 2) To what extent do dialogue journals motivate students in content-based lessons? Analysis of dialogue journals showed evidence of varying levels of understanding, the effective use of journals as a communication tool, and differences in statement types depending on journal audience and content materials used. The MUSIC Model Inventory (Jones, 2009) used to assess perceptions of motivational constructs related to use of dialogue journals in social studies lessons yielded positive results for all constructs measured. Therefore, the results of the study including word count findings, qualitative journal analysis, and observational files clearly showed evidence of dialogue journals being a motivating way of having students express their understandings of content-based texts. / Ph. D.

Det primära syftet med denna studie var att undersöka hur aktiva lärare tillämpar och uppfattar sitt ledarskap samt hur det kan bidra till hur undervisningen kan utforma en god läs- och skrivundervisning. Frågeställningarna “Hur synliggörs lärarens ledarstil i klassrummet och på vilket sätt utövar de sina ledaruppgifter i relation till läs- och skrivundervisning?” och “Vilka uppfattningar har lärare kring sitt ledarskap och ledarstil i klassrummet samt de ledaruppgifter som används i läs- och skrivundervisning?” besvarades genom observationer av sju svensklektioner och genom intervjuer med sex lärare på olika skolor i Stockholms län. Därefter analyserades resultatet med hjälp av tematisk analys. För att öka förståelsen för ledarskapets dynamik inom dessa undervisningspraktiker, användes ledarskapsteori och sociokulturell teori som ramverk.  Analysen uppmärksammade tre distinkta teman; Tydlighet i handling och ord, Variation av struktur och rutiner, samt Anpassningsbart ledarskap. Studien visade att lärares ledarskap i läs- och skrivundervisning präglas av tydlighet genom muntliga och skriftliga instruktioner, varierad struktur och rutiner samt anpassningsbarhet hos lärare för att möta elevers skiftande behov. Lärarnas uppfattningar om sitt ledarskap överensstämde delvis med vad som observerades i klassrummet.  Slutsatserna underströk den viktiga roll som ett situationsanpassat ledarskap spelar för att utforma en god läs- och skrivundervisning, och framhävde självinsikt och medvetenhet som viktiga aspekter. Dessa insikter bekräftade inte bara befintliga teorier om vikten av ett flexibelt och anpassningsbart ledarskap inom utbildningsvetenskap, utan belyste också behovet av kontinuerlig utveckling av ledarskapsförmågor bland lärare. Implikationerna från denna studie antydde på att ytterligare forskning behövs för att fördjupa sig i dessa komplexa frågor och för att utforska potentiella ledarskapsstrategier som kan underlätta pedagogiskt arbete och anpassning av lärares ledarskap. / The primary purpose of this study was to investigate how active teachers apply and perceive their leadership and how it can contribute to shaping good reading and writing instruction. The research questions “How is the teachers’ leadership style manifested in the classroom, and in what ways do they perform their leadership tasks in relation to reading and writing instructions?” and “What are teachers’ perceptions of their leadership and leadership style in the classroom, and the leadership tasks used in reading and writing instructions?” were addressed through observations of seven Swedish lessons and interviews with six teachers at various schools in Stockholm County. The results were then analyzed using thematic analysis. To increase understanding of the dynamics of leadership within these teaching practices, leadership theory and sociocultural theory were used as frameworks.  The analysis highlighted three distinct themes: Clarity in action and words, Variation of structure and routines, and Adaptable leadership. The study found that teachers’ leadership in reading and writing instruction is characterized by clarity through oral and written instructions, varied structure and routines, and the adaptability of the teacher to meet the changing needs of pupils. The teachers’ perceptions of their leadership partially aligned with what was observed in the classroom.  The conclusions emphasized that situational leadership plays an important role in shaping good reading and writing instruction and highlighted self-awareness and consciousness as key aspects. These insights not only confirmed existing theories on the importance of flexible and adaptable leadership in educational science but also underscored the need for continuous development of leadership skills among teachers. The implications of this study implied that further research is needed to delve into these complex issues and explore potential leadership strategies that can facilitate pedagogical work and the adaptation of teacher leadership.

No description available.