Open Access Graduate Research Paper
In this self-study, I examine my practice through the use of a professional history, very much like the self-study research involving personal histories. In this context I used the narrative of my own professional history to examine my language and the meanings within my professional history to understand how I talk about my practice. It is through this examination that I attempt to answer the research question: How are my thinking and understanding about literacy teaching and learning represented in the language within my professional history? The text were analyzed using a constant comparative method (Dye, Schatz, Rosenberg, & Coleman, 2000) by which I coded each phrase or statement within the text to reflect the specific meaning (sometimes assigning multiple codes for the same phrase or statement). In the process, codes were adjusted and reshaped, reflecting the constant comparative process. The resulting 58 categories were then collapsed into larger categories that ultimately reflected three major themes: (1) awareness, (2) literacy (encompassing observation, data, and instruction), and (3) strategic thinking. These themes were then compared to the literature on early literacy and on Reading Recovery (including the training process involved in Reading Recovery). Results suggest that my thinking about literacy instruction has been strongly influenced by the Reading Recovery framework for instruction and the concept of strategy behaviors within reading as instrumental to effective practice.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
Deborah L. Tidwell
1 PDF file (164 leaves)
©2014 Kristie L. Beyer Campbell
Campbell, Kristie L. Beyer, "Examining professional history as context for instructional meaning" (2014). Graduate Research Papers. 3755.