Dissertation/Thesis Abstract

Effective new literacies pedagogy in a 7th grade classroom: The "nerd-mama" teacher, makerspaces, and high-stakes assessment
by Reed, Leah M., Ph.D., State University of New York at Buffalo, 2016, 207; 10163873
Abstract (Summary)

This was an instrumental case study (i.e., Stake, 1995) of an exemplary teacher and the students from one of her 7th grade ELA classes. The collection of data investigated a New Literacies teaching stance that also managed testing and standards requirements. Research questions for this study included: (1) In what ways, if any, does the teacher take and implement a New Literacies stance in her classroom in a school and policy context that press for higher test scores?; (2) What do the New Literacies practices she initiates look like in action in these contexts?; (3) How do students engage with and respond to these practices, if at all? As a qualitative case study (i.e., Creswell, 2007; Kaarbo & Beasley, 1999), data were collected using ethnographic methods (i.e., Glesne, 2006; De Munck & Sobo, 1998). Data sources included: (1) Over 100 pages of field notes from 30 classroom observations; (2) Teacher and student artifacts including lesson plans, assignments, and scores; (3) Audio recordings and transcripts of over 20 teacher interviews and talks throughout the time at the school; (4) 2 student questionnaires; and (5) Audio recordings and transcripts of 9 focal student interviews. Open coding (Ely, 1991), discourse analysis (Gee, 2011), and the constant-comparative method (Strauss & Corbin, 1998) were used in data analysis.

Through New Literacies pedagogy, Mrs. Blazel positioned students as capable and active participators in learning, shifting the traditional educational paradigm. I found that despite straying from traditional pedagogy, Mrs. Blazel’s students more than met high-stakes assessment scores and flourished in her classroom. This research contributes to the growing field of research on NL teaching, learning, high-stakes assessments in education.

Indexing (document details)
Advisor: Miller, Suzanne
Commitee: Bruce, David, Wang, X. Christine
School: State University of New York at Buffalo
Department: Learning and Instruction
School Location: United States -- New York
Source: DAI-A 78/03(E), Dissertation Abstracts International
Subjects: Pedagogy, Education
Keywords: High-stakes assessment, Makerspaces, New literacies, Pedagogy, Technology and media, Warm demander
Publication Number: 10163873
ISBN: 978-1-369-18514-0
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