21st century literacy instruction: African American males' experiences in an English/language arts classroom
Blackmon, Nikisha
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https://hdl.handle.net/2142/49417
Description
Title
21st century literacy instruction: African American males' experiences in an English/language arts classroom
Author(s)
Blackmon, Nikisha
Issue Date
2014-05-30T16:42:53Z
Director of Research (if dissertation) or Advisor (if thesis)
Harris, Violet J.
Doctoral Committee Chair(s)
Harris, Violet J.
Committee Member(s)
Dyson, Anne H.
Hunter, Richard C.
DeNicolo, Christina P.
Department of Study
Curriculum and Instruction
Discipline
Curriculum and Instruction
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
reading
literacy
teacher beliefs
African American Males
Abstract
This dissertation explores how literacy instruction is organized for, taught, and experienced by five adolescent, African American, male students in an eighth grade English/Language Arts classroom. With this dissertation, I acquired an understanding of what impacts how and why teachers deliver literacy instruction. I adopt a sociocultural perspective of literacy development by focusing on the literacy practices that occurred during literacy events. From a sociocultural perspective, students can be seen as active and capable literacy learners as they experience and engage with a wide range of literacy practices in everyday contexts.
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