Fitting the school to the child: A case history of a child returning to school from brain surgery, radiation, and chemotherapy

Persistent Link:
http://hdl.handle.net/10150/282307
Title:
Fitting the school to the child: A case history of a child returning to school from brain surgery, radiation, and chemotherapy
Author:
Coughlin, Deborah Ann, 1953-
Issue Date:
1997
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 ethnographic, teacher research case study focuses upon Valerie Clarie's return to school after surgery from brain cancer, radiation therapy and chemotherapy. Situated in a whole language classroom, Valerie is entering her fifth year of school in a southwest public school system. Prior to this study, Valerie was placed in a traditional classroom setting receiving services on a pull-out basis from the special education resource teacher. This study was initiated during an attempt to mainstream Valerie into her whole language classroom on a full-time basis. It critically examines Valerie Clarie's special education and whole language classroom settings and curriculum. Utilizing work samples, journals, medical records, and school records, this study questions the appropriateness of each of these settings for Valerie, and seeks to discover which setting supports Valerie best in her academic and social pursuits. The study is additionally concerned with identifying Valerie's strengths as a learner. These strengths are documented and maintained using alterative assessments utilized in her whole language classrooms. Additional topics addressed in this study include issues of literacy, social structures of school, hegemony, special education curriculum, whole language curriculum, standardized testing, and brain cancer.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Elementary.; Education, Curriculum and Instruction.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Language, Reading and Culture
Degree Grantor:
University of Arizona
Advisor:
Goodman, Kenneth S.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleFitting the school to the child: A case history of a child returning to school from brain surgery, radiation, and chemotherapyen_US
dc.creatorCoughlin, Deborah Ann, 1953-en_US
dc.contributor.authorCoughlin, Deborah Ann, 1953-en_US
dc.date.issued1997en_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 ethnographic, teacher research case study focuses upon Valerie Clarie's return to school after surgery from brain cancer, radiation therapy and chemotherapy. Situated in a whole language classroom, Valerie is entering her fifth year of school in a southwest public school system. Prior to this study, Valerie was placed in a traditional classroom setting receiving services on a pull-out basis from the special education resource teacher. This study was initiated during an attempt to mainstream Valerie into her whole language classroom on a full-time basis. It critically examines Valerie Clarie's special education and whole language classroom settings and curriculum. Utilizing work samples, journals, medical records, and school records, this study questions the appropriateness of each of these settings for Valerie, and seeks to discover which setting supports Valerie best in her academic and social pursuits. The study is additionally concerned with identifying Valerie's strengths as a learner. These strengths are documented and maintained using alterative assessments utilized in her whole language classrooms. Additional topics addressed in this study include issues of literacy, social structures of school, hegemony, special education curriculum, whole language curriculum, standardized testing, and brain cancer.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Elementary.en_US
dc.subjectEducation, Curriculum and Instruction.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage, Reading and Cultureen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGoodman, Kenneth S.en_US
dc.identifier.proquest9729455en_US
dc.identifier.bibrecord.b34801224en_US
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