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BACKING EACH OTHER UP “LIKE IN BASKETBALL”: AN EXAMINATION
OF LITERACY AND THE FORMS OF CAPITAL AMONG PEERS
IN AN ELEMENTARY SCHOOL CLASSROOM
COMMUNITY OF PRACTICE
by
Amy Lassiter Ardell
__________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2007
Copyright 2007 Amy Lassiter Ardell
Object Description
| Title | Backing each other up "like in basketball": an examination of literacy and the forms of capital among peers in an elementary school classroom community of practice |
| Author | Ardell, Amy Louise Lassiter |
| Author email | amyardell@hotmail.com |
| Degree | Doctor of Philosophy |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2006-06-22 |
| Date submitted | 2007 |
| Restricted until | Unrestricted |
| Date published | 2007-04-23 |
| Advisor (committee chair) | Datnow, Amanda |
| Advisor (committee member) |
Rueda, Robert Astor, Ron |
| Abstract | As an investigation into the social aspects of literacy learning between peers in the upper elementary grades, this study addresses the primary research question, "How and when do students choose to draw on the resources of their peers in a classroom community of practice as they solve problems in their literacy work?" Two subquestions were also addressed to determine potential ways in which historically inequitable patterns of student achievement can be disrupted in the context of an innovative public school classroom: What are the roles of the teacher and the classroom environment in this process?" and "What is the nature of students' economic, cultural, and social capital resources and how do these come into play as students undertake and complete literacy assignments?" Two complementary theoretical frameworks were employed to think about how a diverse group of fourth and fifth public school students learned to read and write: Wenger's notion of a community of practice and Bourdieu's forms of capital. Students' experiences were analyzed in relationship to each theory and in an open-ended manner, using data collected from a variety of sources.; Aspects of each theory were empirically grounded in this study. The fact that the focal classroom functioned as a community of practice allowed it to nurture a set of strong and well-developed values and norms that anchored teachers' and students' efforts to activate and convert forms of economic, cultural, and social capital in strategic and productive ways. Classroom work that was closely connected to the larger social world and encouraged students' active participation gave it purpose. In turn, development of a shared repertoire was encouraged through curricular explorations that began with teachers' leadership but also incorporated relevant student knowledge and experiences. Collectively fostered understandings about literacy included the need to balance both skills and dispositions to take on personal identities as readers and writers. In this way, students' ability to utilize the social setting of the classroom to work through the interdisciplinary curriculum was central to the cultivation of a literate "habitus." |
| Keyword | literacy; community of practice; economic, cultural, & social capital; elementary school |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m443 |
| Rights | Ardell, Amy Louise Lassiter |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Ardell-20070423 |
| Archival file | uscthesesreloadpub_Volume51/etd-Ardell-20070423.pdf |
Description
| Title | Page 1 |
| Full text | BACKING EACH OTHER UP “LIKE IN BASKETBALL”: AN EXAMINATION OF LITERACY AND THE FORMS OF CAPITAL AMONG PEERS IN AN ELEMENTARY SCHOOL CLASSROOM COMMUNITY OF PRACTICE by Amy Lassiter Ardell __________________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2007 Copyright 2007 Amy Lassiter Ardell |
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