Date Approved

7-16-2007

Embargo Period

3-29-2016

Document Type

Thesis

Degree Name

M.S. in Teaching: Collaborative Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Browne, Susan

Subject(s)

Language arts (Elementary); Social change

Disciplines

Elementary Education and Teaching

Abstract

The purpose of this study was to examine how literacy instruction encouraged students to think of themselves as agents of change. Using a qualitative design, a case study examined the effect literacy instruction had on students' perceptions of themselves as agents of change. The study took place in a fifth grade inclusion classroom of twenty three students. Journal prompts and class discussions were utilized to gather data. The data collected was analyzed and categorized according to student responses. Significant findings pointed that students were willing to think of themselves as agents of change.

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