عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TL49313
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
Perceptions of Moral Identity Development Through the Reading Experiences of Adolescent Girls in an International School Setting: An Interpretive Phenomenological Analysis
نام عام مواد
[Thesis]
نام نخستين پديدآور
Praxia S. Apostle
نام ساير پديدآوران
Young, Carol
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
Northeastern University
تاریخ نشرو بخش و غیره
2017
مشخصات ظاهری
نام خاص و کميت اثر
152
يادداشت کلی
متن يادداشت
Committee members: Brown Thompson, Corliss; Hamel, Fred
یادداشتهای مربوط به نشر، بخش و غیره
متن يادداشت
Place of publication: United States, Ann Arbor; ISBN=978-1-369-71581-1
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
Ed.D.
نظم درجات
School of Education
کسي که مدرک را اعطا کرده
Northeastern University
امتياز متن
2017
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
Current global trends in education continue to question the value of fiction within school and promote a culture of testing and standardization. Instructional practices that promote testing as the ultimate goal of schooling serve to further marginalize the value of imagination, exploration and discover within schools. The purpose of this study was to generate greater understanding of the individual experiences of adolescent girls as they read fiction in an American international school located in the United Arab Emirates. The research questions of the study sought to capture the individual meaning-making and perceptions of girl readers. Sub questions of this study examined the outcomes of reading experience such as moral identity formation, and personal growth. An Interpretative Phenomenological Analysis methodology along with the framework of Rosenblatt's (1965) transactional theory of reading, allowed for insights into the reading experiences of international adolescent girls to emerge. Data analysis of interview transcripts revealed three themes including Reading as a Lived Experience, Reading as Deep Learning, and Reading as a Recognition of Moral Complexity. The findings of this study reassert the power of reading fiction to adolescent girl readers as this allowed girls to navigate their identity, clarify moral thinking, and learn about others. Educators are in unique position to recognize the transformative power of fiction and advocate for students' intellectual, moral and emotional development in school. In an era of growing complexity and globalization, this study pushes educators to reconsider the ultimate aims of education for our students and our communities. For girls and international students, this study demonstrates how fiction can support them in navigating the particular demands found in adolescence.
موضوع (اسم عام یاعبارت اسمی عام)
موضوع مستند نشده
Language arts; Education; Globalization; Questions; Fiction; Females; Cultural identity; Self concept
اصطلاحهای موضوعی کنترل نشده
اصطلاح موضوعی
Education;Adolescent girls;Aesthetic reading;International schools;Interpretive phenomenological analysis;Moral development
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Hasan, Nabiha
نام شخص - ( مسئولیت معنوی درجه دوم )
مستند نام اشخاص تاييد نشده
Young, Carol
شناسه افزوده (تنالگان)
تقسيم فرعي
School of Education
مستند نام تنالگان تاييد نشده
Northeastern University
شماره دستیابی
شماره بازیابی
1892457823; 10262674
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
