How and why gender-conscious teachers select female literature for the intermediate grade classrooms /
The purpose of this qualitative multicast study y Microfilm Inc. research design was to explore how and why gender-conscious teachers select and use female literature in the intermediate grade classrooms. Participants consisted of four Anglo teachers, three females and one male, who were teaching gr...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1998.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=733029361&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this qualitative multicast study y Microfilm Inc. research design was to explore how and why gender-conscious teachers select and use female literature in the intermediate grade classrooms. Participants consisted of four Anglo teachers, three females and one male, who were teaching grades four, five, or six. Many pieces of data were collected through six multiple interviews and observations. Classroom documents and artifact were also obtained from each respondent. Data analysis and data collection was an inductive process and simultaneously. Transcribed interviews and field text from observations, documents, and artifacts were analyzed for emergent themes that showed commonalties as well as uniqueness among the participants. Findings were presented both as individual stories and as overarching themes connecting the stories of the respondents. The four emergent themes included voyages in print, emerging gender journeys, nurturing caregivers, and focused teachers, and were presented as a metaphorical photographic collage. Each respondent has experienced a voyage in print since a young child, and the ongoing love of literature is the fundamental reason for each one teaching in literature-based classrooms. AII of the participants have experienced an emerging gender journey that has been impacted by their daughters, spouses, and continuing education courses. As these gender-conscious teachers nurture their students, they are cognizant of the different experiences that girls and boys experience in life, academic requirements of individual students, and the gender and ethnic diversity of their students. These focused individuals are concerned with choosing female literature to help their students view their world through a different lens. Findings were situated within the recent research on literature-based instruction, diversity in children's literature, adolescent girls, feminist theory and pedagogy, and teacher education and philosophy. Implications for practice and recommendations for further study were also addressed. |
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| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | ix, 223 leaves ; 28 cm. |
| Bibliography: | Includes bibliographical references (leaves 202-212). |