This qualitative study researched the meaning of instruction in a cycle one classroom. The following questions guided my research: How is literacy instruction implemented in a cycle one classroom? (a) What events take place in the class? (b) How does the teacher provide for instruction? (c) How do students and parents perceive instruction? / Literacy instruction was defined as any support or intervention on the part of a teacher or more capable other that helped students to more skilfully engage with a range of texts in purposeful and socially responsible ways. / I collected data through classroom observation, collection of classroom artefacts, and interviews. Observations and informal interviews were recorded in my researcher's journal. Formal interviews were audio or videotaped. I used complementary approaches of analysis. (a) Two inter-related types of literacy events occurred in the classroom: formatted and open-ended activities. Formatted activities required students to participate in a way that could potentially be assessed. During open-ended activities students were free to select their oven activities and to participate to the extent that they wished. Analysis of the data revealed that, even during formatted activities, students had a great deal of choice in how they could participate in literacy events. As a result, almost all literacy events were tailored to meet diverse individual needs. (b) Bea simultaneously deepened and thickened instruction to support the literacy development of students. Deepening instruction refers to the fine-tuned precision that characterized the instruction she offered, and ensured that activities were neither too easy nor too difficult for students. Thickening instruction refers to how Bea enriched teaching by attending to variety and interest around activities and appealing to broader social, emotional and embodied needs. This seemed to contribute to learning by keeping alive a spirit of excitement and purpose in students, parents and Bea. The concept of deepening and thickening reflects instruction that is consistent with a socially situated view of literacy. (c) Students provided fresh insights by emphasizing the need to attend to embodied aspects of learning and instruction. Parents' contradictory expectations of instruction also suggested the need for continued ongoing collaboration between parents and educators.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.84199 |
| Date | January 2003 |
| Creators | Stewart, Mary Sheilah |
| Contributors | Butler-Kisber, Lynn (advisor) |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Doctor of Philosophy (Department of Integrated Studies in Education.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001984822, proquestno: AAINQ88580, Theses scanned by UMI/ProQuest. |
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