Exploring cultural identity: Creating a learning environment that invites cultural connections through a family studies inquiry and children's literature.

Persistent Link:
http://hdl.handle.net/10150/183771
Title:
Exploring cultural identity: Creating a learning environment that invites cultural connections through a family studies inquiry and children's literature.
Author:
Kaser, Sandra Earlene.
Issue Date:
1994
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study explores the responses of 28 students in a fifth grade class during a year long Family Studies Inquiry. Three primary sources of data were collected: student artifacts, field notes and a teacher journal. The first part of the analysis is comprised of 3 student profiles documenting individual student's responses over the year and in the second section, 4 total group experiences are analyzed. The findings indicate the need to broaden the definition of culture beyond ethnicity and to mesh cultural heritage with the "kid culture" phenomenon. The study speaks for learning experiences that are open-ended and which allow for collaboration, reflection, dialogue and personal response. The power of literature to support such learning experiences as relate to culture is evident. The study ends with reflections on the teacher-researcher process.
Type:
text; Dissertation-Reproduction (electronic)
Degree Name:
Ed.S.
Degree Level:
doctoral
Degree Program:
Language, Reading, and Culture; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Short, Kathy Gnagey

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleExploring cultural identity: Creating a learning environment that invites cultural connections through a family studies inquiry and children's literature.en_US
dc.creatorKaser, Sandra Earlene.en_US
dc.contributor.authorKaser, Sandra Earlene.en_US
dc.date.issued1994en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study explores the responses of 28 students in a fifth grade class during a year long Family Studies Inquiry. Three primary sources of data were collected: student artifacts, field notes and a teacher journal. The first part of the analysis is comprised of 3 student profiles documenting individual student's responses over the year and in the second section, 4 total group experiences are analyzed. The findings indicate the need to broaden the definition of culture beyond ethnicity and to mesh cultural heritage with the "kid culture" phenomenon. The study speaks for learning experiences that are open-ended and which allow for collaboration, reflection, dialogue and personal response. The power of literature to support such learning experiences as relate to culture is evident. The study ends with reflections on the teacher-researcher process.en_US
dc.description.noteDigitization note: p. 184 missing from paper original; appears to be a pagination error rather than missing content.en
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
thesis.degree.nameEd.S.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineLanguage, Reading, and Cultureen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairShort, Kathy Gnageyen_US
dc.identifier.proquest1358102en_US
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