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The Status of the Selection and Use of Children’S Literature in K-6 Rural Ohio Public School Classrooms

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The Status of the Selection and Use of Children’S Literature in K-6 Rural Ohio Public School Classrooms THE STATUS OF THE SELECTION AND USE OF CHILDREN’S LITERATURE IN K-6 RURAL OHIO PUBLIC SCHOOL CLASSROOMS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Patricia Ellen Bandré, B.S., M.S. ***** The Ohio State University 2005 Dissertation Committee Approved by Professor Janet Hickman, Adviser Professor Barbara Kiefer ________________________________ Professor Patricia Scharer Adviser College of Education ABSTRACT This study explored the status of the selection and use of children’s literature in K-6 rural Ohio public school classrooms. Specifically, the study sought to find out: 1) what books are being selected for read-alouds and use in literature discussion groups, 2) why those books are chosen, 3) how children’s literature is being integrated across the curriculum, and 4) how selected books are obtained. In order to collect data with breadth as well as depth and increase validity and reliability through triangulation, the study incorporated the use of two research methodologies. In the first phase of the study, a cross-sectional survey was used in order to gather information from a random sample of the population through the use of a mail questionnaire. A total of 535 surveys were sent to rural teachers across the state. Of those, 244 (45%) were completed and returned. In the second phase of the study, a group of twelve randomly selected teachers recorded the titles, authors and intended purpose(s) of the books they selected for classroom use for four consecutive weeks. Additionally, teacher interviews and on-site surveys of classroom environments were used to gather descriptive data. Findings reveal that rural teachers choose more books written by females than males and more books of fiction than any other genre. Teachers tend to choose books that are personal favorites, favorites of past students, and those that support classroom ii topics and curricular standards. Teachers use children’s literature more frequently as a part of reading instruction, however, its presence can be found across the curriculum. The greatest number of books selected for use were originally published in the 1990s. Book awards, the presence of a multicultural perspective, and recommendations in professional publications tend to influence book selection the least. The most frequently used sources for books are commercial book clubs and purchasing them with personal funds. Few teachers use their school library and public library in order to obtain books. In addition, it was found that classroom library designs, independent reading areas, and displays promoting books and reading differ from classroom to classroom in rural areas. iii Dedicated to my family- Your love, support, and encouragement made all the difference. iv ACKNOWLEDGMENTS No project this great could ever have been accomplished alone. I have many people to thank, and hopefully no one will be forgotten. First of all, I would like to extend my sincere thanks to my adviser, Dr. Janet Hickman, for her words of wisdom and thoughtful guidance. I feel very fortunate to have been one of her final doctoral students at OSU. The time I spent sitting at the table with her in 229 Ramseyer visiting about books, class, and families will never be forgotten. I would also like to thank Dr. Barbara Kiefer and Dr. Pat Scharer for their guidance throughout the doctoral process as well. They always had time to answer a question, give a suggestion, and provide words of encouragement. Their expertise is greatly appreciated. Thank you to all of the rural Ohio teachers who responded to my survey and graciously welcomed me into their classrooms. Without your cooperation this study would not have been possible. Special thanks go to fellow graduate student Lesley Colabucci who welcomed me with a smile on the first night of my first graduate class at Ohio State. Her friendship and support have meant so much over the past five years. I would also like to thank Miss Marilyn Artherton, fourth- grade teacher extraordinaire. Every afternoon I looked forward to the twenty minutes after lunch recess when she would open a book and carry me off to another place and time. She sparked my life-long love of books and reading. Thanks go to my family for their support and encouragement during my graduate school adventure. You always v knew what to say to keep me going. Thanks go to my boys, Mason and Ethan. I know that my late night classes were no fun for you and I spent a lot of time typing, but it’s finally done. You were exceptionally good sports about the whole thing. Finally, heartfelt thanks go my husband, Mark, for all of the sacrifices he made in order to help me make this degree a reality. There’s no way I could have done any of this without his love and unwavering support. We earned this degree together. vi VITA July 26, 1969……………………………..Born – Baxter Springs, Kansas 1990………………………………………B.S. Elementary Education, Baker University 1991-1995………………………………...Teacher, Salina Public Schools Salina, Kansas 1995-1996………………………………...Paraprofessional, Goessel Public Schools Goessel, Kansas 1996………………………………………M.S. Elementary Education, Kansas State University 1996-2000………………………………...Teacher, Marion Public Schools, Marion, Kansas 2000-2002…………………………………Graduate Research Assistant, The Ohio State University 2002-present……………………………….Graduate Teaching Assistant, The Ohio State University PUBLICATIONS 1. Bandré, P. E. (2004). Author profile: Lesley Beake. Bookbird, 42 (4), 58. 2. Bandré, P. E. (2002). Author profile: Muzaffer Izgu. Bookbird, 40 (4), 65. FIELDS OF STUDY Major Field: Education Studies in Children’s Literature, Reading, and Language Arts vii TABLE OF CONTENTS Page Abstract……………………………………………………………………………………ii Dedication………………………………………………………………………………...iv Acknowledgments…………………………………………………………………………v Vita………………………………………………………………………………………vii List of Tables…………………………………………………………………………….xii List of Figures…………………………………………………………………………...xvi Chapters: 1. Problem Definition………………………………………………………………...1 Introduction………………………………………………………………..1 Statement of the Problem………………………………………………….3 Purpose of the Study………………………………………………………7 Research Questions……………...……………………….………..8 Significance of the Study………………………………………………...10 Theoretical Grounding…………………………………………………...12 Reader Response Theory……………………………....…...........13 Sociocultural Approaches to Learning………...………....………16 Definitions……………………………………………………….……….18 2. Review of the Literature…………………………………………………………20 Introduction………………………………………………………………20 The Use of Children’s Literature in the Classroom……………………...21 The Use of Children’s Literature During Reading Instruction………………...…………….………21 The Use of Children’s Literature During Content Area Instruction………...…………….………...26 Areas of Inequality……………………………………………………….29 Fiction and Nonfiction…………...……………………….……...29 Author Gender and Ethnicity………………………...….……….34 Character Gender and Ethnicity…………………...…….……….35 Reasons for Book Selection……………………………………………...38 Topic Supports Curricular Standards…………..………..……….38 Personal Preference…………………………..…………….….…41 viii Importance of Diversity……………………...…………….…….44 Summary…………………………………………………………………46 3. Methodology……………………………………………………………………..48 Introduction………………………………………………………………48 Population and Study Sample……………………………………………50 Phase One of the Study…………………………………………………..52 The Questionnaire………...……………………………………...55 Data Analysis Procedures – Phase 1………...…………………...56 Phase Two of the Study………………………………………………….57 Data Collection…………………………………...……………...58 Book Recording……………….…………….…………...59 Teacher Interviews……………………...………………..59 Classroom Environment Survey……………………..…..61 Data Analysis Procedures – Phase 2………………..…………...61 Trustworthiness…………………………………………………………..63 Scope and Limitations of the Study……………………………………...66 Summary…………………………………………………………………67 4. Data Analysis: Phase One of the Study………………………………………….69 Introduction………………………………………………………………69 Participating Teachers……………………………………………………70 Personal Background and Professional Development……………………...………………..70 Findings Regarding the Use of Read-Aloud……………………………..76 Frequency of Classroom Read-Alouds…………...……………...76 Sources for Read-Alouds…………………...……………………77 Read-Alouds in the Content Areas…………...………………….80 Findings Regarding the Use of Literature Discussion Groups…………..82 Frequency of Literature Discussion Groups in the Classroom………………………...……………………….82 Sources for Literature Discussion Group Books………...………84 Literature Discussion Groups in the Content Areas………...…...87 Books Selected for Use…………………………………………………..89 Books Selected as Read-Alouds…………...…………………….90 Gender of the Author(s)……………………..…………...91 Original Dates of Publication…………………...………..92 Most Frequently Listed Authors……………………..…..93 Most Frequently Listed Titles…………………………....95 Factors Influencing the Selection of Read-Alouds……………………………………..……96 Genres of the Books Selected for Read-Alouds…………………………...……………101 ix Multicultural Books Selected for Read-Alouds…………………………………..…….102 Books Selected for Use in Literature Discussion Groups……..………………………...……………..104 Gender of the Author(s)…………………………..…….105 Original Dates of Publication…………………..……….106 Most Frequently Listed Authors…………………..……107 Most Frequently Listed Titles…………………………..108 Factors Influencing the Selection of Books for Use in Literature Discussion Groups…………………………..………….110 Genres of the Books Selected for Use in a Literature Discussion Group………………………………...……..115 Multicultural Books Selected for Use in a Literature
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