Doctor of Philosophy (PhD)
Educational Theory, Policy, and Practice
In this dissertation, I describe a narrative study in which five pre-service and in-service teachers read and re-read three young adult memoirs and discussed their responses in a series of book group meetings. The purpose was to examine how teachers discuss young adult memoirs, what they might learn about themselves in the process of reading and reflecting in book discussions and in a Commonplace Book they kept, and how they might use young adult memoirs in classrooms including, but not limited to English language arts (ELA) classrooms. Data was collected through transcribing a series of book group meetings, as well as collecting a set of books into which the participants logged their responses. Following the completion of the book group meetings, I conducted individual interviews with each participant. I found that the participants were willing to make personal and pedagogical connections to each text, but that including the texts in their curricula presented several obstacles. Nevertheless, I found that using a book group in teacher education research to be an efficient and effective way to answer multiple complex, qualitative research questions at one time in a semi-structured setting, low-risk setting
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Release the entire work immediately for access worldwide.
Johnston-Durham, Heather L., "Reading and re-reading young adult memoirs : a narrative study with pre-service and in-service teachers" (2013). LSU Doctoral Dissertations. 492.