Degree
Doctor of Philosophy (PhD)
Department
Curriculum and Instruction
Document Type
Dissertation
Abstract
This study looks at a student writing culture in a fifth grade English language arts classroom through the lens of Foucauldian power dynamics to examine the power relationships in the classroom and curriculum. The research questions were: 1) What is the nature of a writing culture in a fifth-grade writing classroom? 2) What are students’ perceptions of writing in a fifth grade ELA classroom? The methodology for the study was case study research.
The research took place during the 2017-2018 school year at Southeast Elementary School in Lancaster County in the southeastern part of the United States. Data was collected from my English language arts classroom and included: student writing, student journals, student interviews, student questionnaire, anecdotal notes, teacher lesson plans, intervention plans, reflective journals, grant memos, faculty meeting memos, testing memos and documents, planning notes, and meeting notes. Triangulation of data, coding, and member checking determined themes and answered the research questions. Findings included power dynamics within the writing curriculum, student resistance and challenges in writing, and dissonance in student perceptions of writing.
Date
3-18-2019
Recommended Citation
Watson, Ashley Renee, "Foucauldian Dynamics in the Formation of a Fifth Grade Writing Culture" (2019). LSU Doctoral Dissertations. 4867.
https://repository.lsu.edu/gradschool_dissertations/4867
Committee Chair
Skinner, Kim
DOI
10.31390/gradschool_dissertations.4867
Included in
Curriculum and Instruction Commons, Elementary Education Commons, Language and Literacy Education Commons