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Permanent link (DOI): https://doi.org/10.7939/R3DD7C

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A Narrative Inquiry into the Lived Curriculum of Grade 1 Children Identified as Struggling Readers: Experiences of Children, Parents, and Teachers Open Access

Descriptions

Other title
Subject/Keyword
reading
curriculum studies
narrative inquiry
families
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Houle, Sonia T.
Supervisor and department
Clandinin, D. J. (Elementary Education)
Examining committee member and department
Caine, V. (Nursing)
Goldstein, L. (Education, Santa Clara University)
Glandfield, F. (Secondary Education)
Wiltse, L. (Elementary Education)
Foster, R. (Educational Policy Studies)
Department
Department of Elementary Education
Specialization
Curriculum Studies
Date accepted
2012-08-17T10:07:48Z
Graduation date
2012-11
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
My daughter’s experiences as a struggling reader awakened me to difficulties children live when they do not learn as expected in schools; she inspired this study. My research puzzle focused on the experiences of children identified as struggling readers in Grade 1 and on those of their parents and teachers who lived alongside them. This narrative inquiry explored how children, parents, and teachers experienced living in the midst of tensions created between the lived curriculum of a struggling reader and expectations of the mandated curriculum. This study is situated in the literature of curriculum studies, in the concepts of lived curriculum and curriculum making. Two boys identified as struggling readers by their Grade 1 teacher participated in the study along with their parents and their Grade 1 and Grade 2 teachers. I spent a total of seven months as a participant observer in the boys’ Grade 1 and Grade 2 classrooms. I had one-on-one conversations with the children, their parents, and their teachers to learn about their experiences. My field texts included field notes of my observations in the two classrooms, transcripts of one-on-one conversations with each participant, artefacts of the children’s classroom work and drawings, school documents, and a research journal. I wrote two narrative accounts of each child (one per grade) intertwined with their parents’ and teachers’ stories. Looking across the narrative accounts, I inquired into silences on school and home landscapes. Children, parents, and teachers kept silent some of their stories of experiences as they moved between landscapes. I examined these silences through the lens of sacred, secret, and cover stories. Additionally, I inquired into one family’s familial curriculum making around home reading, highlighting a mother’s knowledge of the four curriculum commonplaces (teacher, learner, milieu, subject matter). The relational ethics and multiple perspectives of this study provided information on children’s, parents’, and teachers’ experiences in school and at home that might otherwise have remained untold. Attending to relationships, tensions, and silences in school curriculum making and recognizing familial curriculum making in children’s lives helped me imagine forward looking stories as a teacher, a teacher educator, and an educational researcher.
Language
English
DOI
doi:10.7939/R3DD7C
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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