Making meaning with readers and texts : beginning teachers' meaning-making from classroom events / Christi U. Edge.

Format:

Book

Author/Creator:

Edge, Christi U., author.

Series:

Advances in research on teaching ; Volume 40.

Advances in research on teaching ; Volume 40

Language:

English

Subjects (All):

English language--Study and teaching.

English language.

English teachers--Training of. .

English teachers.

Literacy--Study and teaching.

Literacy.

Physical Description:

1 online resource (265 pages)

Place of Publication:

Bingley : Emerald Publishing Limited, [2023]

Summary:

Connecting the constructs of meaning and experience in the fields of English education, teacher education, literacy and narrative inquiry, Making Meaning with Readers and Textsbroadens understandings of teachers' use of literacy practices for making meaning from classroom events.

Contents:

Cover

MAKING MEANING WITH READERS AND TEXTS

ADVANCES IN RESEARCH ON TEACHING

MAKING MEANING WITH READERS AND TEXTS: BEGINNING TEACHERS' MEANING-MAKING FROM CLASSROOM EVENTS

Copyright

Dedication

CONTENTS

LIST OF FIGURES AND TABLES

ABOUT THE AUTHOR

PREFACE

I. Envisioning Teachers as Readers, Writers, and Meaning-Makers

ImaginingMAGINING TeachersEACHERS asAS ReadersEADERS

"CanAN You Show Mee Wwhatwhat aA StrugglingTRUGGLING ReaderEADER LooksOOKS LikeIKE?"

Seeingeeing TeachersEACHERS asAS ReadersEADERS andAND MeaningEANING MakersAKERS

FromROM ImaginingMAGINING toTO ExploringXPLORING

ExploringXPLORING Teacherseachers asAS ReadersEADERS andAND WritersRITERS ofOF Classroomlassroom TextsEXTS: Classroomlassro ...

BackgroundACKGROUND

WhatHAT IifIF? MindingINDING theTHE Gapap withith Literacyiteracy Learningearning.

Teaching/Learning toTO ReadEAD

KnowingNOWING andAND DoingOING inIN Teachereacher EducationDUCATION

Adaptivedaptive ExpertiseXPERTISE

Three Persistent Problems in Learning to Teach

An Apprenticeship of Observation

Enactment

Complexity

ConsideringONSIDERING theTHE ProblemsROBLEMS inIN theTHE ContextONTEXT ofOF Learningearning toTO TeachEACH EnglishNGLISH

The Assumption of Reading and Writing the Classroom as a Text

Classroom Communication

Teaching as Reading and Writing

Statement of the Purpose

Classroomlassroom Literacyiteracy: Teacherseachers asAS ReadersEADERS, WritersRITERS, CommunicatorsOMMUNICATORS, andAND Mea ...

TowardOWARD aA TheoryHEORY ofOF TransactionalRANSACTIONAL Teachingeaching andAND Learningearning

The Transactional Relationship BBetween aA Reader, a Text, aAnd a Context

Transactional View of Experience

Reading as a Transactional Meaning-Making Experience

Narrative Mode of Reasoning

Significance.

Meaningeaning andAND Experiencexperience inIN Classroomlassroom Literacyiteracy

ContextONTEXT

BackgroundACKGROUND.

Classroomlassroom Literacyiteracy: A TheoreticalHEORETICAL FrameworkRAMEWORK forFOR Consideringconsidering How Teacherseach ...

Teacher as Reader.

Teacher as Writer

Meaningeaning

MakingAKING Meaningeaning

Meaning as Event

Rosenblatt''s Transactional Theory

The Transactional Paradigm

Implications for Language

Triadic Signs

Selective Attention

Implications for Social Relationships

Application to the Reading Process

Pragmatist Philosophical Context for Making Meaning

Meaningeaning asAS anAN EventVENT

The Reader

Linguistic-Experiential Reservoir

Stance

Efferent Stance.

Aesthetic Stance.

Text

Activation

Regulation

The Poem

Making Meaning in TtThis Narrative Research

Experiencexperience inIN Readingeading andAND ComposingOMPOSING Classroomlassroom EventsVENTS

Experience in Learning: A Philosophy of Experience

A Transactional View of Experience

A Narrative View of Experience

Experience in Narrative Inquiry

A Deweyan View of Narrative Inquiry

SummaryUMMARY

II. Making Meaning From Classroom Events

Why Narrativearrative InquiryNQUIRY?

WhatHAT Iss Narrativearrative InquiryNQUIRY?.

Turning Toward Narrative Inquiry

Philosophical Assumptions of Narrative Inquiry

Narrative Inquiry in Educational Research

Story, Narrative, and Narrative Inquiry

A Narrative Perspective of Experience as Story

Methodological Framework: Three Narrative Inquiry Commonplaces

Temporality

Sociality

Place

Seven Considerations for Designing Narrative Inquiry

Imagining a Lifespace

Living and Telling as Starting Points for Collecting Field Texts

Defining and Balancing the Commonplaces

Investment of the Self in the Inquiry.

Researcher-Participant Relationship

Duration of Study

Relationship Ethics and Narrative Inquiry

SummmarySummaryUMMMARY

Poemoem asAS EventVENT: Makingaking Meaningeaning withWITH ChristiHRISTI

PiecingIECING aA ClassroomLASSROOM QuiltUILT

Experiencexperience asAS EventVENT

Envisioning aA Narrative Inquiry Space

Re-rReading Events

Piecing Meaning Ffrom Mia''s Stories Lived and Told

Amy, Yyou''re a Firework: Reading Classrooms as Texts

Stepping Outside of tThe Research Storyworld and Reconsidering What I Know

Reading the Invisible? Being Outside of tThe Research Storyworld and Objectifying It

"(Re)Seeing in Light of Fireworks": Being Outside of the Research Storyworld and Going Beyond It.

TowardOWARD aA TheoryHEORY ofOF TransactionalRANSACTIONAL TeachingEACHING andAND Learningearning

Learning from Events: Methods for Attending to Classroom Events over Time

Reading as Event

Teaching as Event

Experience as Event

Criticalritical EventsVENTS ApproachPPROACH toTO Narrativearrative InquiryNQUIRY

Criticalritical EventsVENTS inIN TeachingEACHING andAND Teachereacher EducationDUCATION

Types of Critical Events

Extrinsic, Intrinsic, and Personal Critical Events in Teaching

Positive Critical Events

Critical, Like, and Other Events: Categories for Data Analysis

Operational Definition of Critical Event

DescriptionESCRIPTION ofOF theTHE Narrativearrative InquiryNQUIRY: CollectionOLLECTION, Analysisnalysis, andAND Representat ...

Participantsarticipants

Sampling

Selection of Participants

Description of Participants

Dataata CollectionOLLECTION

Telling and Living as Starting Points for Data Collection

Interviews

Role of the Interviewer

Sequence of Interviews

Interview Protocols

Recording, Transcribing, and Storing Interview Data.

Researcher-Participant Conversations

Classroom Artifacts

Classroom Experiences

Participating in Classroom Experiences

Negotiation of Entry

Field Notes

Researcher Journal

Archival Data

University Coursework Artifacts

SummaryUMMARY ofOF Dataata CollectionOLLECTION

Phase One

Phase Two

Analysisnalysis ofOF Fieldield TextsEXTS

FromROM Fieldield TextsEXTS toTO ResearchESEARCH TextsEXTS: SixIX PhasesHASES ofOF Dataata Analysisnalysis

Phase One: Identifying Stories

Phase Two: Analyzing Participants'' Meaning Making

Phase Three: Analyzing the Researcher''s Meaning Making

Phase Four: Analyzing Connections BBetween the Participants'' and Researcher''s Meaning-Making

Phase Five: Writing as Data Analysis

Phase Six: Reading as Data Analysis

Bricolagericolage asAS anAN ApproachPPROACH toTO Makingaking Meaningeaning fromrom Fieldield TextsEXTS

Narrative Analysis

Theoretical Reading

Critical Events Analysis

Analysis Focused on Meaning

Analysis Focused on Language

RepresentationEPRESENTATION ofOF Fieldield TextsEXTS

Narrative Ssketches

(Re)Consideration of the Classroom Literacy Theoretical Framework

VerisimilitudeERISIMILITUDE

III. MakingAKING MeaningEANING Withwith BeginningEGINNING TeachersEACHERS

Living and Telling Stories of Beginning Teaching: Meaning-Making Through/FROM Experiences

Meaning-Making wWithith MiaIA

"Dropping a Syllable"

Meaning-Making

Livingiving andAND Tellingelling Storiestories ofOF BeginningEGINNING TeachingEACHING

Makingaking Meaningeaning

Meaning-Making About Teaching

Meaning-Making About Relationships and Responsibilities

Meaning-Making About Identity as Teacher

Meaning-Making: ReaderEADER, TextEXT, andAND ContextONTEXT

"Do I Want to Keep Reading This Play?"

Meaning-Making and Making Meaning.

Meaning-Making Through Envisionment Building Stances

ChapterHAPTER SummaryUMMARY

Efferentfferent andAND AestheticESTHETIC: StancesTANCES forFOR Readingeading TeachingEACHING

"Maybe I Can Go Catch a Few"

CeremonyEREMONY

Makingaking ConnectionsONNECTIONS

Reading Students and (Re)composing Curriculum

"PursuingURSUING theTHE DreamREAM" andAND "Firstirst ImpressionsMPRESSIONS"

AnotherNOTHER LookOOK atAT "'Firstirst ImpressionsMPRESSIONS""'

"First Impressions"

Cafeteria Conversations: CoConstructing Meaning

Making Meanings from "'First Impressions"'

Reading and Composing Classroom Texts: Teaching as Inquiry and Problem Solving

MakingAKING MeaningEANING WWithITH AmyMY JohnsonOHNSON

"WhenHEN I ThinkHINK ofOF Myy NameAME"

Seeingeeing anAN Efferent-Aesthetic StanceTANCE

Readingeading andAND ComposingOMPOSING StudentTUDENT TeachingEACHING

Readingeading StudentsTUDENTS: (Re)piecing TeachingEACHING ThroughHROUGH InquiryNQUIRY andAND ProblemROBLEM SolvingOLVING

From Air Ball2 to "Slam Dunk &amp

Hook": Reading and Composing Before, DDuring, and AAfter Teaching

Learning Through Experience: Reading and Composing Confidence

Makingaking MeaningEANING WithITH AmyMY

Holding Oonto Experiences to Remember and Reuse

Initial Doubt

MentorENTOR TextsEXTS

Learning Through Experience

"What Would Jerry Do?"

"TestingESTING" KnowledgeNOWLEDGE inIN ActionCTION: Meaning-Making inIN NewEW ExperiencesXPERIENCES

"Fun Friday": Reframing Failure, Frustration, and [The State Reading Test] Preparation

ExperienceXPERIENCE asAS EventVENT: Reading andAND ComposingOMPOSING MeaningEANING

"Reading Test"

TowardOWARD aA TheoryHEORY ofOF TransactionalRANSACTIONAL Teachingeaching andAND LearningEARNING

IV. (Re)considering Readers, Texts, and Poems in Classroom Events.

Toward a Theory of Transactional Teaching and Learning.

Notes:

Includes bibliographical references and index.

Description based on print version record.

Other Format:

Print version: Edge, Christi U. Making Meaning with Readers and Texts

ISBN:

9781802623376