Literacy instruction in a constructivist elementary classroom : a qualitative inquiry
Notice bibliographique
Résumé
This study is a response to the need to support literacy development in an increasingly diverse and complex culture. Some school boards have identified early literacy as a priority for school improvement and there has been much debate about what constitutes effective literacy instruction. The Quebec Education Program (2001) recommends adopting a constructivist approach that embeds literacy instruction within interdisciplinary learning situations. Some teachers ask what a constructivist classroom looks like in practice. In light of teacher and school board concerns this study examines the literacy practices of a grade two/three elementary teacher in order to address the question, how does literacy learning occur within an espoused constructivist classroom? Besides describing the literacy events themselves, the role of context and the teacher in the literacy learning are examined. Using a qualitative research methodology, the dynamic interactions between and amongst teacher and students were documented. Participant observation utilized photographs, audio and video taped lessons, semi-formal interviews as well as student work and teacher materials to provide a rich description of classroom practice. The researcher used both categorizing and contextualizing strategies to complement each other in a rigorous and systematic analytical process. Visual research methodology augmented the richness of the study. The researcher discovered four major steps in a dance between teacher and students that developed literacy skills in a caring environment by nurturing self-esteem and self-regulation in learners. The teacher designed a peer tutoring program with first grade students in which literacy skills instruction was embedded within an authentic context that responded to second language learners with learning challenges. The teacher's roles as director, philosopher, enabler and connector were explored and a mirror image of students and teacher were provided through a narrative tracing of three focus students. Besides describing the literacy practices of the teacher, this study uncovered a spiritual dimension of the teacher's role in that she began from the sacred space of teaching from the heart. Using gentle judgment and praise she built self-esteem by reflecting back to her students an image of competent, intelligent, human beings. Her spiritual epistemology enabled her to create a harmonious balance of responsible freedom within a flexibly structured environment. The spiritual dimension that emerged through the study suggests that research of literacy practices needs to include an examination of the role of the teacher in developing students' identities as self-confident members of a literacy community.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,031 | 0,022 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,003 | 0,003 |
| Études des sciences et des technologies | 0,010 | 0,014 |
| Communication savante | 0,008 | 0,004 |
| Science ouverte | 0,003 | 0,006 |
| Intégrité de la recherche | 0,002 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».