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oai:www.ideals.illinois.edu:2142/49417 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Harris, Violet J. Harris, Violet J. Dyson, Anne H. Hunter, Richard C. DeNicolo, Christina P. Blackmon, Nikisha 2014-05-30T16:42:53Z 2014-05-30T16:42:53Z 2014-05 2014-05-30T16:42:53Z 2014-05 This dissertation explores how literacy instruction is organized for, taught, and experienced by five adolescent, African American, male students in an eighth grade English/Language Arts classroom. With this dissertation, I acquired an understanding of what impacts how and why teachers deliver literacy instruction. I adopt a sociocultural perspective of literacy development by focusing on the literacy practices that occurred during literacy events. From a sociocultural perspective, students can be seen as active and capable literacy learners as they experience and engage with a wide range of literacy practices in everyday contexts. Item withdrawn by Laura Spradlin (lspradl2@illinois.edu) on 2014-04-07T14:09:34Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 1 Blackmon_Nikisha.pdf: 39809927 bytes, checksum: d94dd817f3a6f7e3839aa2928721dc99 (MD5) Made available in DSpace on 2014-05-30T16:42:53Z (GMT). No. of bitstreams: 2 Nikisha_Blackmon.pdf: 39811422 bytes, checksum: 41b7ec1ce4fc4986abdb420a09535c21 (MD5) license.txt: 4066 bytes, checksum: befbb80de6e2ffc12ab3ee84f3c2d91d (MD5) http://hdl.handle.net/2142/49417 en Copyright 2014 Nikisha Blackmon reading literacy teacher beliefs African American Males 21st century literacy instruction: African American males' experiences in an English/language arts classroom text Curriculum and Instruction 1613 Curriculum and Instruction 1144 University of Illinois at Urbana-Champaign Dissertation Ed.D. EDD: Curriculum & Instr -UIUC 10KS1144EDD