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Permanent link (DOI): https://doi.org/10.7939/R3VQ17

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Teaching English Language Arts in a Northern Canadian Community: Four Teachers' Voices Open Access

Descriptions

Other title
Subject/Keyword
Northern
Teacher Learning
Curriculum maker
Case study
Qualitative research
Teacher Knowledge
English Language Arts
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
McKay, Marlene
Supervisor and department
Leroy, Dr. Carol (Elementary Education)
Examining committee member and department
McClay, Dr. Jill (Elementary Education)
Wiltse, Dr. Lynne (Elementary Education)
Glanfield, Dr. Florence (Secondary Education)
Clandinin, Dr. D. Jean (Elementary Education)
Stagg-Peterson, Dr. Shelley (OISE/University of Toronto)
Department
Elementary Education
Specialization

Date accepted
2011-09-28T16:01:25Z
Graduation date
2011-11
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
This qualitative case study helps fulfill the need for research into the influence of the Northern Canadian contexts. It explores, through the eyes of four participating language arts teachers who teach in the same northern community, how the northern contexts influence their personal practical knowledge (Connelly & Clandinin, 1988, 1992) and their language arts classroom curriculum. My study is situated in an area of inquiry that involves questions about what teachers know, how they know, and how they continue to develop their practice over time. This study determines that the classroom language arts curricula of participating teachers have several key elements in common and that teachers in this study view themselves as curriculum makers who enact a classroom language arts curriculum that is primarily based on social constructivist principles. These northern teachers view language arts as more than just reading and writing and consider that the power of language extends into the arts and technology as well. Living and teaching in this northern community presents opportunities and challenges for these teachers. Relationships both inside and outside of the classroom are important considerations for them. Their knowledge of and connections to the school and the community are particularly important in developing these relationships. Finally, this study reveals that part of the teachers’ understanding of self is influenced by their sense of belonging or not belonging in the community.
Language
English
DOI
doi:10.7939/R3VQ17
Rights
License granted by Marlene McKay (marlene.mckay@ualberta.ca) on 2011-09-26 (GMT): 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 the above terms. The author reserves all other publication and other rights in association with the copyright in the thesis, and except as herein 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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File title: Chapter One1
File author: Marlene
Page count: 236
File language: en-CA
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