Morrow, Margaret Marlene
(2005)
Incorporating Literature Circles in a Third-Grade Classroom.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
INCORPORATING LITERATURE CIRCLES IN A THIRD-GRADE CLASSROOMMargaret Marlene Morrow, Ed.D.University of Pittsburgh, 2005This study describes how one third-grade classroom became literature discussants utilizing role-playing in a literature circle format. Over a span of nine months, I documented students' initiation, training, and practice utilizing role-playing to conduct peer-led discussions about books. Types of responses, role-playing, and interactions resulting from role-playing activities while engaged in literature circle were examined. Audio and video taping, student self-evaluations and reactions, student role-playing schedules, and student artifacts based on culminating activities, provided a data set to analyze interactions and responses.Findings of the study indicated roles used to promote individual participation in discussions about books were easily adapted, particularly for the low and average-ability students who require more support in their learning. Over time and texts, students appeared to shift naturally in and out of roles while making contributions to discussions. Interactions known as Informative ranked highest in frequency for all students followed by Facilitative and Solicitation. Acknowledging interactions ranked third in frequency for the low-ability student. Responses known as Personal were most frequent and progressive across time and texts for all students. Interpretive responses showed the greatest percentage increase compared to other categories, but the lowest in cumulative frequency. Evaluative responses were most frequent and consistent across time and texts for the high-ability student compared to low and average ability students. Descriptive responses were lowest cumulative tally for high and low students only. The role of the teacher was viewed as shifting from voice of authority to facilitator assisting youngsters in finding their own voices.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
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| ETD Committee: |
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| Date: |
19 April 2005 |
| Date Type: |
Completion |
| Defense Date: |
13 January 2005 |
| Approval Date: |
19 April 2005 |
| Submission Date: |
3 April 2005 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Instruction and Learning |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
book discussions; collaborative learning; elementary reading; literature circles; role playing |
| Other ID: |
http://etd.library.pitt.edu/ETD/available/etd-04032005-110343/, etd-04032005-110343 |
| Date Deposited: |
10 Nov 2011 19:33 |
| Last Modified: |
15 Nov 2016 13:38 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/6714 |
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