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Abstract:
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The purpose of this study was to explore reading instruction within the two consecutive classrooms of one teacher oriented towards culturally relevant teaching . This study used qualitative methods and sought to document the nature of the classroom interactions and texts within these upper elementary classrooms . Data sources included participant observation , videorecording , interviews and archival data . Constantcomparative analysis as described by Strauss and Corbin (1990 ) and discourse analysis , informed by Erickson (2004 ) and Goffman (1981 /2001 ) were used to investigate how this teacher navigated teaching and learning in this situated context . Study findings suggest that the teacher modified curricular structures , revoiced the words of cultural insiders , and maximized use of strategic instruction within classroom discussions to navigate multiple , competing goals . |