This study explores the relationship between student personality, student choice in novel selection in the high school language arts classroom, and student reading self-efficacy and enjoyment. Throughout a student's educational journey, from elementary school to high school, it is typical to see a decrease in student choice regarding the literature they read. In elementary grades, students learn about the parts of a book, are frequently read to with animated voices, and look forward to shelves of choice on library trips. Yet as students move into their middle and high school years, the excitement often dwindles. Choice is removed, for a myriad of reasons, and students begin to face reading with dread and associate their grades with their ability to read, comprehend, and enjoy literary texts. This study uses the qualitative ethnographic methodology of Shirley Brice Heath and Brian V. Street to explore the impact of using personality as a lens for culturally sustaining pedagogy as is defined by Django Paris and H. Samy Alim. The researcher posits that analysis of novel characters using the nine Enneagram personality types assists the educator in making more informed, differentiated literature selections which, by extension, aids students in more successful and enjoyable reading experiences which improve their reading self-efficacy and champion their diverse ways of being.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd2020-1190 |
| Date | 01 January 2020 |
| Creators | Caudle, Catherine |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations, 2020- |
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