Date of Award
2-1-1995
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Teaching & Learning
Abstract
This paper considers the perceptions of six teacher-researchers as they constructed the response-centered approach to teaching language arts. The response-centered approach rests on the assumptions that (1) knowledge systems develop naturally and simultaneously with children's language development, (2) language is integral to the learning process, (3) learning occurs in the social setting.Three secondary English teachers, two student teachers, and a professor of education were collaborators in this study. They constructed the response-centered approach after having read and discussed research literature relevant to language and learning. They continue to define and redefine the response-centered approach as they teach. The data gathered were audio-taped transcriptions of all discussions, all participants' reading logs and journals; the student teachers' student teaching notebooks, which included lesson plans, student evaluations, and teaching notes; and the student teacher observation forms of the education professor and the author. The author also kept a journal throughout the research period.The major principles of the response-centered approach are that (1) teachers acknowledge students as knowledgeable and capable learners; therefore, classroom relationships are equalized and the discourse patterns reflect that equality; (2) teachers provide students plentiful opportunities to use their oral and written language for learning; and (3) teachers and students create a classroom communication system/social structure which provides every learner the conditions for using his or her language for learning.
Recommended Citation
Livdahl, Barbara Smith, "A response-centered approach in the secondary language arts classroom: The teachers' perspective." (1995). Theses and Dissertations. 8739.
https://commons.und.edu/theses/8739