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ERIC Number: ED524487
Record Type: Non-Journal
Publication Date: 2010
Pages: 235
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-4642-4
ISSN: N/A
A Case for the Need to Reconceptualize "Responsiveness" in Response to Instruction
Salamanca, Ingrid
ProQuest LLC, Ph.D. Dissertation, University of California, Santa Barbara
The purpose of this study was to explore how knowledge is socially constructed, negotiated, and shaped by group members in language arts instruction in a kindergarten classroom. This study explored how reading was socially constructed among group members and provided a situated definition of reading. A cycle of activity focusing on team work was identified and explored. The analyses of key events in this cycle of activity revealed a situated definition of team, family as a kind of team and team work. A contrastive analysis across and within groups revealed varied opportunities for learning. The role of the teacher in shaping these opportunities for learning was also explored. The results of this study served as a foundation for building an argument for thinking beyond how responsiveness in Response to Instruction (RTI) is currently conceptualized to include how it's socially constructed. Results revealed that regardless of the same lesson there were indeed varied opportunities for learning afforded to the students that were highly dependent on the social interactions and the contexts in which they occurred. Results also showed the roles the teacher played in constructing, shaping, and negotiating how the interactions unfolded, thus impacting knowledge construction and the opportunities for learning among group members. The results and analyses in this study served as a basis for presenting an argument for the need to reconceptualize the term "responsiveness" in RTI to include the social aspects of learning. It demonstrated that responsiveness among and between the teacher and students was contingent upon each others' actions and was embedded within the social interactions of the instructional contexts. Indeed, it was the co-construction and negotiation of their social interactions that changed the planned curriculum (Chandler, 1992) and turned it into the observed curriculum (Castanheira, Crawford, Dixon, & Green, 2001). As the results in this study demonstrated, there is a need to reconceptualize RTI to include the social aspects of learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Kindergarten; Preschool Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A