Proquest Dissertations

Writing in a crowded place: Peers collaborating in a third-grade writer's workshop Item Type text; Dissertation-Reproduction (electronic) Authors Israel, Archer Johnston Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 26/09/2021 17:08:36 Link to Item http://hdl.handle.net/10150/289085 INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon ttie quality of the copy submitted. 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Ann Arbor, Ml 48106-1346 USA 800-521-0000 WRITING IN A CROWDED PLACE: PEERS COLLABORATING IN A THIRD GRADE WRITER'S WORKSHOP By Archer Johnston Israel Copyright:(Ârcher Johnston Israel 1999 A Dissertation Submitted to the Faculty of the DEPARTMENT OF LANGUAGE, READING AND CULTURE In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 1999 UMI Number 9960285 Copyright 1999 by Israel, Archer Johnston All rights reserved. UMI' UMI Microform9960285 Copyright 2000 by Bell & Howell Information and Leaming Company. All rights reserved. This microform edKion is protected against unauthorized copying under Title 17. United States Code. Bell & Howell Information and Leaming Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 2 THE UNIVERSITY OF ARIZONA ® GRADUATE COLLEGE As members of the Final Examination Committee, we certify that we have read the dissertation prepared by Archer Israel entitled Writing in a Crowded Place: Peer Collp-horati on in WT-^•^gT^'g Workshop and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy Luxs Moil Date Dat Richard Ruiz Date Date Date Final approval and acceptance of this dissertation is contingent upon the candidate's submission of the final copy of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend thac it be accepted as fulfilling Che dissercacion requiremenc. I. Inlf'i Dissercacion Direcjôr Luis Moll Dace 3 STATEMENT BY AUTHOR This disseitation has been submitted in partial fulfillment of requirements for an advanced degree at The University of Arizona and is deposited in the University Library to be made available to borrowers under the rules of the Library. Brief quotations from this dissertation are allowable without fecial permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by copyright holder. SIGNED: 4 ACKNOWLEIXXMENTS I came to the University of Arizona in search of great teachers, and I was not disappointed. Ihave learned so much fiomthe professors I have been fortunate to woric with. Dr. Carol Evans, I thank you for your friradsh^ and siqiport when I was struggling to understand what I ccmceivably might have to add to the enormous body of work in literacy research. You were first mentor, and like one's first true love, 1 will never forget you. Dr. Dana Fox, I thank you for being safe haven, for helping me re-vision my writing until I found my own voice, for hewing me cross that bridge from writing to display, to writing to discover. Thank you for your own process as a reflective practitioner, on wiiich Ihave modeled own process. Dra. Arminda Fuentevilla, I thank you for sharing your tremendous passion and energy with me, for getting me started and seeing me througlLn^ preliminary examinatiaas. DrXuis Moll, I thank you for your mentoiing, but mostly I thank you for your own sdiolarsh^, for making accessible the worics of Vygotsky and opening for me a world of thought and research in sociocultural theory in education. Dr. Richard Ruiz, Ithank you for hewing me understand the politics ofbilingual education, and the complex issues of race, language and ontological status that frame minority children. If I have learned anything through this study, it has been truly to understand the collaborative nature of print. The words that appear in the final draft of this manuscript I only came to know as I shared my thoughts, drafts and intentions for this dissertation with others. My dissertati<m has been a coUaborative efifort from beginning to end, and what a community it has taken to raise this child! The community of people I have been hicky to know has included many of fellow students at the University of Arizona. So many of you iniîred me ên I didn't know iût I wanted to say, or how to say it. Sheila Rando^h Bacon, who kept me laughing, Steven Bialostok, >^0 read so conscientiously, Josefina Castillo, ô took me out to hmch the day I had decided to quit, Jeanne Favela, ô tracked down that last elusive citation, and Christine Ward and Duin Payne, wô heêd me understand so much about voice, and whose feces are always in the audience I write for. From the bottom of my heart I am endlessly gratefiil to my beloved Tucson sisters, Debra Summers and E)enice Angerhofer, and my 'niece' and 'nephew' Vincent and Vanessa, whose ftith never feded that I would indwd one day be their Dr.sister. Ruth Kartchner, mi hermana del alma Miho has been there with me shoulder to shoulder through thick and thin, and whose friendshq) enriches me daily. Unally, I thank Dr. Thomas Newîrk, who supported me through the final stages of writing my dissertation. Your interest in my study and insightfiil commentary buoyed my îrits and kq>t me opoi to inquiry. Without your guidance I truly believe tliis dissertation would not have been completed. 5 DEDICATION I dedicate this dissertation to my students, to 'Rico', 'Tenaya', and 'Marco' who taught me so much about being a member of a caring, learning community. I rest my hopes for them and their possible lives on the notion of the indefatigability of critical consciousness. I dedicate this also to my family, my own caring community which I so often take for granted, on which I so rely, and which is unêakably precious to me. Without you, Harold, Aurora, Caleb, and Bana, there would be no story to tell. TABLE OF CONTENTS 6 LIST OF TABLES 13 ABSTRACT 14 PROLCXBUE 15 Autobkxiiaohicai Background. 17 CHAPTER ONE: INTRODUCTION 21 Ratkmaie for the Study. 21 Intentions of ttie Riwnnich Study. 21 Context of the Rofeoroh Study 22 Consideialionsfitam an Earfier Case Study 23 Defining Criticai Uteiacy 25 Situating Myself as the Researcher. 26 The Conflicts of Role as a Teacher Researcher 30 OvefvieMT of the FoioiMing Chapters 32 CHAPTER TWO: RESEARCH REVIEW. 35 A VvaotslapnThaniyofLeaminQ 35 Vygotsky in Critical Opposition to Piaget 36 Vygotsk/s Zone of Proximal Devetopment: Socially Mediated Learning 37 Dynamic Assessment in the ZPD: Explanation versus Description 38 Research in a Wootskian Fmmewioik 39 Reorienting the Research: A Move Away From Universals 39 The Irrteraction of the Affect and Cognitive Devetopment 40 A SociocuituTal Perspective of Learning: Cultural Contexts. Social Interactnns. and the Notton of ChiMren 42 Conflicting Paradigms: Unexpected Orthodoj^ in ChikJ- Centered Study(Applying Piaget in A Vygotskian Framework) 42 The Zone of Proximal Devetopment as a Research Construct 44 Discourse as an Element of SoctocuiuralContods in Learning 46 RedefininQ Uteracv: Whose Voice. Words. Powier? 49 From Monolthic Literacy to MuUple Uteracies: Creating Room for Voices 49 The Probtenri of Auttientkatv 51 Rnnnntino Whole Lanauane in a CriHRHi Pedaooov 54 The Central Concepts of a Critical Pedagogy 54 How Does Whole Language Fit WNh a CrMical Pedagogy? 55 TABLE OF CO^fTE^^'&Co^tiûed 7 Personal Histories as Social Histoiy. 58 The Inteisection oT Whole Language and Critical Pedagogy; Critical Literacy. 60 Considerations of Race. 62 Multiculturai Education: A Fonim for Al Voices? 62 ideotooical Differences in Approaches to MuBcuMural Cuniculum 63 Pfobtomatizing fâce 65 CHAPTER THREE: RESEARCH DESIGN AND DATA rm i Prnnw 66 Situating the Classrooni: Weicome to Room 209. 66 Research Questions 69 Research Support for the Research Design 70 Date Collection 71 Challenges: Adjusting Hie Plan* to Realily 71 Data Collection Strategies: Selection of Case Study Subjects 72 Rekfnotes 72 Taped Reflections and Anecdotal Record 73 Student Writing Samples 73 informal Interviews 74 Formal Interviews 74 Videotape 74 Table of D^ Collected 75 rtota Analytic 75 F>racesses of Analysis 76 Unit of Analysis 77 Selection of Case Study Sutiiects 77 Table Two: Peer CoNaboialions 78 Unanticipated Circumstarices 78 CHAPTER FOUR: FRAMEWORK FOR UNDERSTANDING THE CASES 80 Introduction 80 Areas of Discussion 80 Enterino the Uteracv Club ttwouoh the WriBna Door.

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