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Digital Role-play in a Secondary Language Arts Classroom: Exploring Teacher and Students' Identities and Practices
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Digital Role-play in a Secondary Language Arts Classroom: Exploring Teacher and Students' Identities and Practices. |
| 개인저자 | Haynes-Moore, Stacy. |
| 단체저자명 | The University of Iowa. Education. |
| 발행사항 | [S.l.]: The University of Iowa., 2016. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2016. |
| 형태사항 | 262 p. |
| 기본자료 저록 | Dissertation Abstracts International 79-12A(E). Dissertation Abstract International |
| ISBN | 9780438150850 |
| 학위논문주기 | Thesis (Ph.D.)--The University of Iowa, 2016. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Adviser: Carolyn Colvin. |
| 요약 | This dissertation study focused on complications and opportunities that surface for classroom learning in the intersections of a teacher's methods, students' literacies, and digital space. Though researchers have discussed adolescents' literacie |
| 요약 | Research questions focused on how the activity of a classroom digital role-play might connect with current literacy reforms, in what ways the teacher's incorporation of the digital space might shape her classroom identity and pedagogy, and in wh |
| 요약 | I analyzed these data using a combination of qualitative methods: ethnographic approaches, narrative inquiry, discourse analysis, and virtual methods. I first created a narrative portrait and analysis of the teacher and students to illuminate pa |
| 요약 | My findings complicate the way teachers might approach the use of digital spaces. Data reveal ways that the digital role-play space presents disruptions to the teacher's ways of thinking about her classroom identity and practices. My findings al |
| 일반주제명 | Education. Educational technology. Teacher education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
