Dissertations and Theses @ UNI

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Open Access Thesis

Keywords

Literature--Study and teaching (Secondary); Reader-response criticism;

Abstract

This study presents a teacher's view of change as the author of this report planned, implemented, and evaluated a change from traditional literature discussion methods to reader-response discussion methods. Louise Rosenblatt's transactional theory of literature provided the basis for developing the instructional plan. This investigation followed a qualitative research plan of self-study. The setting was a seventh grade heterogeneous classroom in a Midwestern school district. During the semester of implementation, the teacher kept daily field notes, collected student papers, evaluated transcripts of video recordings, and completed regular exploratory writing in an attempt to analyze and understand the teacher's role and to define the process of this instructional change. Results revealed a discrepancy between what the teacher said she believed and what she did in the classroom. This initially blocked the teacher's attempts to successfully implement reader-response theory and methodology, but once the variance between beliefs and actions was identified and understood, the teacher was able to alter her approach and achieve her goals in effecting the change.

Year of Submission

1997

Degree Name

Master of Arts in Education

First Advisor

Dale Johnson

Second Advisor

Penny Beed

Third Advisor

David Landis

Comments

If you are the rightful copyright holder of this thesis and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

1997

Object Description

1 PDF file (131 leaves)

Language

en

File Format

application/pdf

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