This study used contemporary children's literature as a vehicle for exploring students' understanding of sensitive issues as reflected in interactions during book discussions and written work. Research has shown that ". . . children's literature can be a promising avenue for introducing important social issues in the elementary and middle school classrooms" and with authentic literature ". . . it becomes possible for children to make personal connections to characters that are different from themselves and events that are different from those in their lives" (Lewison, Leland, Flint, & Moller, 2002, pp. 216-217). The daily classroom read aloud provided the backdrop for this study. The purposes of this study were (a) to examine the nature of the interaction between teachers and students on topics of contemporary social issues during book discussions, and (b) to investigate changes in the content of students' writing concerning their views on contemporary social issues on general and personal levels. The study also examined students' views of the quality of the book discussions and determined whether students recognized the relationship between literature and their lives. Finally, this exploration took into account how teachers enabled students to identify the issues, what perspectives were heard and sustained during the book discussions, and if opportunities were established that gave all students the option to contribute to the discussions. The study took place in the natural setting of two third-grade classrooms in a school in the southeast section of the Florida Panhandle. The study team consisted of the researcher, and two graduate assistants, who were trained in the collection and coding of the data. In the course of the study, several different forms of data were collected to gain a deeper insight into study, and to give the researcher a more complete picture of the interactions between the students and the teachers, monitor the students' perceptions of the social issues, and to ascertain any changes in the content of the students' writing. The data included observations, fieldnotes, audiotapes that documented the read-aloud sessions and book discussions, and a form that coded the interactions between the teachers and students. The study used quality children's literature, A Taste of Blackberries and crossing jordan for the read alouds and follow-up book discussions. Third-grade students wrote a pre-and post-discussion essay for the two texts before the read aloud was initiated and at the completion of each book. During the read aloud, two chapters from each book were chosen as critical chapters. Students and teachers were asked to complete a reflection form immediately following that day's read aloud and book discussion. At the conclusion of the study, the students participated in a focus group, and the teachers did a self-report and interview. All of the findings along with a content analysis of the students' statements on the contemporary social issues are discussed in the qualitative data analysis section. Study results provided teachers with additional information and strategies to strengthen the read aloud, improve the quality of students' discussions, and enable students to become more effective writers. / A Dissertation Submitted to the School of Teacher Education in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. / Fall Semester, 2008. / October 31, 2008. / Race, Reading/Writing Connections, Death, Reading, Controversial Topics, Literature Discussions, Sensitive Issues / Includes bibliographical references. / Carolyn L. Piazza, Professor Directing Dissertation; Susan C. Losh, Outside Committee Member; Barbara C. Palmer, Committee Member; Debbie Floyd, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_176368 |
| Contributors | Renwick, Judith Musumeci (authoraut), Piazza, Carolyn L. (professor directing dissertation), Losh, Susan C. (outside committee member), Palmer, Barbara C. (committee member), Floyd, Debbie (committee member), School of Teacher Education (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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