The purpose of this qualitative case study is to explore the inquiry of first grade students during literature discussions. Over the course of the 2005-2006 school year, I examined inquiry acts of three first grade students in a classroom that privileged inquiry. Data collection included classroom observation, audiotaping and transcribing literature discussions, field notes, interviews, reading conferences, and artifact collection. Data analysis initially focused on identifying inquiry acts, linguistic expressions of uncertainty. Subsequent data analysis utilized the Bakhtinian construct of voice to identify the beliefs present in students' inquiry voices. The research identified common beliefs expressed within classroom voices: (1) Reading is about thinking and inquiring. (2) Readers bring individual and shared knowledge to their inquiries. (3) Readers do not judge other inquirers. Readers value hearing different views. (4) Readers develop relationships that support inquiry. (5) Readers accept uncertainty and change when reading and inquiring. While common beliefs were identified, each of the focal students voiced these beliefs in different ways. The research suggests that common classroom beliefs support inquiring readers, but inquiring readers will re-interpret the common classroom beliefs in their own ways. Implications for practice and future research are discussed.... of inquiry Key elements of inquiry processes French Science Students questions about aEncouraging discussion, (2006) and ... Creative inquiry is a artmaking, which entails exploration of expression with visual languagea (p. ... Reggio Integrated Explored childrena#39;s having children take the lead Emilia units in questions and wonderings in their own learning, (Clyde et ... ainterpreta, linguistics collaborating with others in apresenta, and areflecta(p. the attempt to make answers to thema (p.
|Title||:||Inquiry and Ideological Becoming in First Grade Literature Discussions|
|Publisher||:||ProQuest - 2007|