Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


Dissertation_ Edited Jun December 11th.pdf (816.19 KB)

Digital Accessibility Report

File List


Dissertation OhioLink.pdf.accreport.html (7.86 KB)

ETD Abstract Container

Abstract Header

UNDERSTANDING STUDENTS’ EXPERIENCE WHEN PICTURE BOOKS ARE USED AS TOOLS TO SUPPORT INQUIRY IN AN EIGHTH-GRADE ENGLISH LANGUAGE ARTS CLASSROOM

Moini Chaghervand, Shabnam
http://rave.ohiolink.edu/etdc/view?acc_num=kent1733161081062777

Abstract Details

, PHD, Kent State University, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies.
The purpose of this dissertation study was to investigate the use of the picture book as a curricular resource and instructional tool to support student inquiry in an eighth-grade ELA classroom and to describe students’ experiences in an inquiry-based classroom. The research methodology of the study was a basic interpretive qualitative design. The study invited middle-grade students to read and respond to a text set of high-quality picture books on the topic of Greek Mythology and use their readings and responses as the impetus to develop their own inquiry questions and conduct their own inquiry project based on a particular topic in Greek Mythology. A total of 22 eighth-grade English Language Arts students, including 9 girls and 13 boys, participated in this basic interpretative qualitative study.Data analysis revealed several important findings, which were discussed under four major categories: 1) Inquiry as a generative and unpredictable process, 2) The power and importance of student personal interests in inquiry, 3) The power and potential of picture books in an inquiry-based classroom, and 4) The Literature Response Cube as a reader-response instructional tool. Although this study has produced valuable information about inquiry, its true nature, and the tensions related to its implementation in the classroom, there may be some limitations in this study. These major findings validate the theoretical frameworks discussed in Chapter 1. These theories prioritize students as active participants in the classroom, urging educators to facilitate exploration, discovery, and the construction of meaning through inquiry. Furthermore, these theories advocate for students to contribute their own personal interpretations of texts rather than passively receiving meaning. It is believed that inquiry-based classrooms create opportunities for students to investigate, hypothesize, and revise hypotheses to generate new understandings. This perspective posits that meaning is not simply uncovered by the reader; rather, it is individually constructed through the dynamic interaction between the reader, the text, and the context.
William Bintz (Advisor)
Curriculum Development; Literacy

Recommended Citations

Citations

  • Moini Chaghervand, S. (n.d.). UNDERSTANDING STUDENTS’ EXPERIENCE WHEN PICTURE BOOKS ARE USED AS TOOLS TO SUPPORT INQUIRY IN AN EIGHTH-GRADE ENGLISH LANGUAGE ARTS CLASSROOM [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1733161081062777

    APA Style (7th edition)

  • Moini Chaghervand, Shabnam. UNDERSTANDING STUDENTS’ EXPERIENCE WHEN PICTURE BOOKS ARE USED AS TOOLS TO SUPPORT INQUIRY IN AN EIGHTH-GRADE ENGLISH LANGUAGE ARTS CLASSROOM . Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1733161081062777.

    MLA Style (8th edition)

  • Moini Chaghervand, Shabnam. "UNDERSTANDING STUDENTS’ EXPERIENCE WHEN PICTURE BOOKS ARE USED AS TOOLS TO SUPPORT INQUIRY IN AN EIGHTH-GRADE ENGLISH LANGUAGE ARTS CLASSROOM ." Doctoral dissertation, Kent State University. Accessed DECEMBER 11, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=kent1733161081062777

    Chicago Manual of Style (17th edition)

kent1733161081062777
0
© , all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.