2 options
Multiple genres, multiple voices.
Connect to full text Available online
View online- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Schmidt, Cherylann, author.
- Language:
- English
- Subjects (All):
- Language arts.
- Middle school education.
- Reading, Writing, Literacy--Penn dissertations.
- Penn dissertations--Reading, Writing, Literacy.
- Local Subjects:
- Language arts.
- Middle school education.
- Reading, Writing, Literacy--Penn dissertations.
- Penn dissertations--Reading, Writing, Literacy.
- Genre:
- Academic theses.
- Physical Description:
- 1 online resource (282 pages)
- Contained In:
- Dissertation Abstracts International 76-09A(E).
- Place of Publication:
- [Philadelphia, Pennsylvania] : University of Pennsylvania ; Ann Arbor, MI : ProQuest, 2015.
- System Details:
- Mode of access: World Wide Web.
- text file
- Summary:
- At any given time, there are many different influencers on the American classroom. Since Congress passed the ESEA Title II (Elementary and Secondary Education Act, known as No Child Left Behind), the strongest influence on the American classroom has become assessment. In the current educational climate focusing on outcomes and assessment, educational institutions may be sacrificing rich educational experiences in favor of test preparation. One literacy event that impacts students' learning is multigenre writing. Multigenre writing lends itself to multiple conversations in American education. Multigenre writing has the key ingredients of constructivist theory embedded in the composing process, and employing multigenre writing in the classroom is a way to make sure that the social-constructivist voice is not silenced in American education. Through an analysis of classroom observations, student work, focus group discussions, student reflections, and student questionnaires, this qualitative research study of multigenre writing examines the gains in students' academic development, social development, and identities as learners.
- Notes:
- Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
- Adviser: Diane R. Waff.
- Department: Reading, Writing, Literacy.
- Thesis Ed.D. University of Pennsylvania 2015.
- Local Notes:
- School code: 0175.
- ISBN:
- 9781321762204
- Access Restriction:
- Restricted for use by site license.
The Penn Libraries is committed to describing library materials using current, accurate, and responsible language. If you discover outdated or inaccurate language, please fill out this feedback form to report it and suggest alternative language.