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Dissertation Information for Sarah J. McCarthey

NAME:
- Sarah J. McCarthey

DEGREE:
- Ph.D.

DISCIPLINE:
- [No Discipline Recorded]

SCHOOL:
- Michigan State University (USA) (1991)

ADVISORS:
- None

COMMITTEE MEMBERS:
- None

MPACT Status: Incomplete - Not_Inspected

Title: Authors, text, and talk: The internalization of dialogue from social interaction during writing

Abstract: "The purpose of this study was to investigate what students internalized from the dialogue that occurs during the writing period in a process writing classroom. Using a social constructivist theoretical perspective, the study focused on four students from culturally diverse backgrounds who participated in a fifth/sixth-grade classroom in New York City. In this classroom, the teacher used literature in her lessons, focusing on the qualities of good writing, and conducted individual writing conferences with students. Students kept notebooks of their personal experiences and reflections and then selected from those to create a project for a larger audience.

Methods of data collection drew from interpretive/qualitative traditions. Sources of data included: (a) videotaped and audiotaped observations of classroom interactions; (b) interviews with the teacher; (c) interviews with the case study students; (d) students' texts; and (e) an intervention in which students conducted writing conferences with younger students. Analyses were derived from case study, ethnographic, and sociolinguistic sources (e.g., such features as body language and proxemic cues, conversational moves by the teacher and student, and prosodic cues were used to examine the teacher-student writing conferences). Results are presented in the form of (a) classroom themes and patterns of interaction; (b) individual cases of the students; and (c) comparative cases.

The comparative cases of students suggest that what the students internalized from the dialogue was related to the quality of scaffolding provided by the teacher and their developing intersubjectivity with the teacher. The dialogue from the classroom interactions was more likely to reemerge in students' talk with younger students and in their own texts when their images of good writing matched those of the teacher. The study illuminates the social conditions supportive of internalization as well as techniques by which it might be inferred. Contributing to our understanding of the role of dialogue in learning, the study supports some current practices in process writing classrooms and challenges others."

MPACT Scores for Sarah J. McCarthey

A = 0
C = 1
A+C = 1
T = 0
G = 0
W = 0
TD = 0
TA = 0
calculated 2008-01-31 06:30:32

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