The conceptualizations of interest, reading engagement, and motivation in high school English teachers' literature instruction

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dc.contributor Kuntz, Aaron M.
dc.contributor Wilson, Elizabeth K.
dc.contributor Hubbard, Janie D.
dc.contributor Atkinson, Becky M.
dc.contributor.advisor Coleman, Julianne M.
dc.contributor.author Davis, Ashley Lane
dc.date.accessioned 2017-03-01T16:53:53Z
dc.date.available 2017-03-01T16:53:53Z
dc.date.issued 2013
dc.identifier.other u0015_0000001_0001430
dc.identifier.other Davis_alatus_0004D_11775
dc.identifier.uri https://ir.ua.edu/handle/123456789/1894
dc.description Electronic Thesis or Dissertation
dc.description.abstract The purpose of this multiple case study was to investigate the literature instruction practices of two high school English teachers. Furthermore, this study sought to explore how the participants' conceptualizations of interest, reading engagement, and motivation were reflected in their literature instructional practices. Using various qualitative methods of data collection, such as interviews and observations, the researcher utilized emerged open and focused codes to interpret findings revealed through the data. Five focused codes emerged from the data analysis: 1) Selecting Literature and Identifying a Purpose for Reading, 2) Planning for Instruction, 3) Strategic Teaching, 4) Role of Literary Criticism, and 5) Engaging Students in Reading. In the cross case analysis, five themes emerged across the two cases: 1) The Constraints and Freedoms of the Educational Climate, 2) The Influence of Each Teacher's Education Preparation on Their Teaching Methodologies, 3) How Teaching to One's Strengths Affects Instructional Planning and Implementation, 4) The Role of Situational and Individual Interest During in Class Activities, and 5) The Role That Student Autonomy and Teacher Support Play in Students' Engagement with Texts and Motivation to Read. The findings of this case study suggest that the two participants could clearly discuss their conceptualizations of interest, reading engagement, and motivation as well as the ways in which they planned and carried out literature instruction. However, the results indicated that these teachers were unable to demonstrate a cognizance of how their conceptualizations of these concepts affected the methodologies they utilized as they selected literature and carried out instruction.
dc.format.extent 138 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Secondary education
dc.title The conceptualizations of interest, reading engagement, and motivation in high school English teachers' literature instruction
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Curriculum and Instruction
etdms.degree.discipline Secondary Education
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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