Document Type

Dissertation

Degree

Doctor of Philosophy

Major

Education, Teaching-Learning Processes

Date of Defense

5-5-2010

Graduate Advisor

E. Wendy Saul, PhD.

Committee

Wolfgang Althof, Ph.D.

Rebecca Rogers

Eric Turley

Benjamin Torbert

Abstract

This qualitative case study reports on a three-year writing enrichment program among second, third, and fourth graders at a public urban elementary school in a medium-sized midwestern city. Designed as teacher research, the inquiry is a phenomenological examination of the experience of the workshop for its participants, including more than one hundred African American students and a White, female teacher-researcher. Teaching methods, classroom activities and material culture, student and teacher talk, and student compositions were subjected to a variety of analytic approaches and methods, including qualitative textual analysis, critical discourse analysis, multimodal discourse analysis, and individual case study, in order to disclose and interpret the workshop experience over time with respect to multiliteracies pedagogy. The combination and juxtaposition of these lenses offer a trustworthy representation of the workshop's lifeworld.

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