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You searched for +publisher:"University of Arizona" +contributor:("DaSilva Iddings, Ana Christina"). Showing records 1 – 2 of 2 total matches.

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University of Arizona

1. Farnsworth, Megan. Exploring the Changing Identities of English Language Learners in a Kindergarten Classroom Community .

Degree: 2010, University of Arizona

In this dissertation, the participation of 5-year-old Spanish speaking children in a kindergarten classroom community was explored. The school was located in a working and middle-class community in Southern Arizona, where pursuant to state law; the language of instruction was English. Student participants spent four hours every day in an English Language Development classroom, segregated from their native-English speaking peers.The purpose of this qualitative multiple case study was to explore factors that affected the participation of kindergarten English Language Learners (ELLs) in knowledge construction in their classroom community. Research questions were addressed by examining ways teacher questioning strategies and evaluation responses enabled or constrained the participation of ELLs in mathematics, as well as the role ofpeers in the classroom. Data were analyzed through participant frameworks, whichilluminated the process of identity negotiation through positioning strategies. Questions were investigated through the theoretical framework of communities of practice, in which learning as apprenticeship in knowledge distribution among experts and novices is emphasized.Results indicated that teachers apprenticed ELLs into academic language in three ways: (a) using predictable, consistent language; (b) using choice and process elicitations in questioning strategies; and (c) repairing communication by revoicing student responses. In math table groups, ELLs participated by talking about resources,procedures, and initiating and extending topics. Results also showed how English-proficient peers apprenticed ELLs into negotiating inclusion and exclusion requirements, which were necessary to build an argument. Advisors/Committee Members: Fletcher, Todd V (advisor), Fletcher, Todd V. (committeemember), Troike, Rudolph C. (committeemember), DaSilva Iddings, Ana Christina (committeemember), Maker, C. J. (committeemember).

Subjects/Keywords: English-learners; Identities; Kindergarten; Language; Participation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Farnsworth, M. (2010). Exploring the Changing Identities of English Language Learners in a Kindergarten Classroom Community . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195766

Chicago Manual of Style (16th Edition):

Farnsworth, Megan. “Exploring the Changing Identities of English Language Learners in a Kindergarten Classroom Community .” 2010. Doctoral Dissertation, University of Arizona. Accessed March 24, 2019. http://hdl.handle.net/10150/195766.

MLA Handbook (7th Edition):

Farnsworth, Megan. “Exploring the Changing Identities of English Language Learners in a Kindergarten Classroom Community .” 2010. Web. 24 Mar 2019.

Vancouver:

Farnsworth M. Exploring the Changing Identities of English Language Learners in a Kindergarten Classroom Community . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/10150/195766.

Council of Science Editors:

Farnsworth M. Exploring the Changing Identities of English Language Learners in a Kindergarten Classroom Community . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/195766

2. Flint, Tori K. Responsive Play: Exploring Play as Reader Response in a First Grade Classroom .

Degree: 2016, University of Arizona

Play in the school setting is a highly contested issue in today's restrictive academic environment. Although many early childhood educators advocate the use of play in their classrooms and emphasize the importance of play for children's learning and development, children beyond the preschool and kindergarten years are not often afforded opportunities to learn through play in their classrooms. This eight-month study, conducted in a first grade classroom in the outskirts of the Phoenix Metropolitan area of Arizona, analyzed young children's playful responses to literature as they read various books together in the classroom context. The purpose of this study was to develop deep understandings about the affordances of play in response to text within a first grade classroom and to investigate the ways that children utilize play to respond to literature and to construct meaning. This dissertation is informed by these guiding research questions: What are the affordances of play for responding to text in a first grade classroom? 1. What are the sociocultural resources that children use to respond to text? 2. In what ways do first graders incorporate and utilize play to make meaning with texts and each other in the classroom? In order to answer these research questions, I utilized several theoretical frameworks including: sociocultural theories of learning and literacy, the role of play and imagination in development, funds of knowledge, and reader response theories. This study was also informed by recent research findings in the areas of play and culture and play and literacy. I implemented a classroom Reading Center wherein I studied children's cooperative reading transactions and play as reader response. I collected data through classroom observations and field notes, videotaped and transcribed transactions, audiotaped and transcribed conversations and interviews, artifact collection, teacher observations of responsive play, family home visits and interviews, and the use of family story backpacks. This data, analyzed through thematic analysis, the constant comparative method, and grounded theory, revealed rich information about the ways that children utilize play to respond to literature in the classroom setting. The findings of this study provide evidence to suggest that through their play as reader response, their responsive play, children create a social space in the classroom which connects official school literacy practices and academic instruction with their social play practices. In this new space, children's play and talk take central roles in their explorations and uses of literacy. Findings further suggest that play can be seen as a generative source of academic learning, that the notion of response in research and practice be reconceived in the field to include play as a valid and valued form of reader response, and suggest that further research be conducted on children's responsive play. Advisors/Committee Members: Short, Kathy G (advisor), DaSilva Iddings, Ana Christina (committeemember), Yaden, David B., Jr. (committeemember), Short, Kathy G. (committeemember).

Subjects/Keywords: exploration; language; play; reader response; sociocultural resources; Language, Reading & Culture; early literacy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Flint, T. K. (2016). Responsive Play: Exploring Play as Reader Response in a First Grade Classroom . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/612808

Chicago Manual of Style (16th Edition):

Flint, Tori K. “Responsive Play: Exploring Play as Reader Response in a First Grade Classroom .” 2016. Doctoral Dissertation, University of Arizona. Accessed March 24, 2019. http://hdl.handle.net/10150/612808.

MLA Handbook (7th Edition):

Flint, Tori K. “Responsive Play: Exploring Play as Reader Response in a First Grade Classroom .” 2016. Web. 24 Mar 2019.

Vancouver:

Flint TK. Responsive Play: Exploring Play as Reader Response in a First Grade Classroom . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/10150/612808.

Council of Science Editors:

Flint TK. Responsive Play: Exploring Play as Reader Response in a First Grade Classroom . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/612808

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