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In today’s K-12 educational environment with the newly adopted Common Core State Standards (CCSS), improving student literacy as a foundational skill to obtain success in all other subject areas is one of the most important goals. Unfortunately, many literature curricula suffer from a lack of innovative pedagogy despite the introduction of various educational technologies meant to aid student learning. This study focused on developing a new game-based constructionist pedagogical model for literature education using tabletop role-playing game creation. Using Shulman’s (1987) Pedagogical Content Knowledge (PCK) that eventually evolved into Mishra and Kohler’s (2006) Technological Pedagogical Content Knowledge (TPACK) as the main theoretical framework, this design-based research showed how tabletop role-playing game creation as a constructionist pedagogical strategy successfully helped high school students to receive the benefits of high quality literature education.
Advisor: | Polin, Linda |
Commitee: | Chen, Mark, Hergenrader, W. Trent |
School: | Pepperdine University |
Department: | Education |
School Location: | United States -- California |
Source: | DAI-A 77/02(E), Dissertation Abstracts International |
Source Type: | DISSERTATION |
Subjects: | Pedagogy, Teacher education, Secondary education, Reading instruction, British and Irish literature, Educational technology |
Keywords: | Constructionist learning theory, Design-based research, Game-based learning, High school literature education pedagogy and common core standards, Role-playing games, Technological Pedagogical and Content Knowledge framework |
Publication Number: | 3731117 |
ISBN: | 978-1-339-17460-0 |