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Vocabulary Acquisition in High School Classrooms Utilizing Emerging Trends in Literacy Development: Perceptions of Teachers and Students

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Title: Vocabulary Acquisition in High School Classrooms Utilizing Emerging Trends in Literacy Development: Perceptions of Teachers and Students
Language: English
Authors: Inviolata Lunani Sore
Source: ProQuest LLC. 2024Ph.D. Dissertation, St. John's University (New York).
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 200
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Secondary Education
Descriptors: Vocabulary Development, Student Surveys, Decision Making, Language Acquisition, Schemata (Cognition), Critical Race Theory, High School Students, Literacy, Trend Analysis, Whole Language Approach, Linguistic Theory, Lesson Plans, Student Attitudes, Teacher Attitudes, English Teachers, Special Education Teachers, Religious Education, Teacher Characteristics, Educational Benefits, Curriculum Development, Literacy Education
ISBN: 979-83-8316-903-2
Abstract: The current global trends demand that we remain conscious of how distinct norms in groups we affiliate with affect decisions. Among developmental aspects, childhood language acquisition depends heavily on epigenetic interactions between the innate and the immediate environment (Sinha, 2017). This explanatory sequential mixed methods study explored how high school students acquire and incrementally build their vocabulary while utilizing emergent learning trends divergent from traditional curricula. The study leans on schema theory, critical race theory, whole-language theory, and reciprocal model. The independent variable is literacy curriculum, while the dependent variable is vocabulary acquisition. The researcher utilized classroom lesson observations, one-on-one interviews, focus group discussions, and surveys to collect data and gain insights into vocabulary trends. A total of 70 students aged between 16 and 19 years participated in the study; 38 males (54.3%) and 32 females (45.7%) responded to the survey. The researcher administered surveys to nine teachers: seven females (77.8%) and two males (22.2%). Five students participated in focus group discussions. The sampled teachers ranged between 31-60 years, with 50% between 41-50 years, 33.3% 31- 40 years, and 16.7% were 51- 60 years. Five teach English (55.6%), two teach Theology (22.2%), and two teach Special Education (22.2%). Of the nine, three participants had 21-30 years of experience, while three had 1-10 years, 11-20 years, and 5-10 years of experience, respectively. Data was analyzed using quantitative and qualitative approaches in MAXQDA software. The findings were triangulated, interpreted, integrated, and discussed using converged data results and findings. The researcher hopes this study will enlighten education stakeholders on the benefits of flexible curricula. This might inform policy on the prevailing trajectory of literacy skills development, leading to revised curricula and best practices in education. Replicating this study on a larger scale will bolster the research base. Sharing their literacy development experiences and knowing their viewpoints are valued might have fostered a sense of belonging in students and enhanced their self-reverence. As senior students, participation may motivate them to pursue higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31144179
Accession Number: ED656965
Database: ERIC
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  Data: Vocabulary Acquisition in High School Classrooms Utilizing Emerging Trends in Literacy Development: Perceptions of Teachers and Students
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  Data: The current global trends demand that we remain conscious of how distinct norms in groups we affiliate with affect decisions. Among developmental aspects, childhood language acquisition depends heavily on epigenetic interactions between the innate and the immediate environment (Sinha, 2017). This explanatory sequential mixed methods study explored how high school students acquire and incrementally build their vocabulary while utilizing emergent learning trends divergent from traditional curricula. The study leans on schema theory, critical race theory, whole-language theory, and reciprocal model. The independent variable is literacy curriculum, while the dependent variable is vocabulary acquisition. The researcher utilized classroom lesson observations, one-on-one interviews, focus group discussions, and surveys to collect data and gain insights into vocabulary trends. A total of 70 students aged between 16 and 19 years participated in the study; 38 males (54.3%) and 32 females (45.7%) responded to the survey. The researcher administered surveys to nine teachers: seven females (77.8%) and two males (22.2%). Five students participated in focus group discussions. The sampled teachers ranged between 31-60 years, with 50% between 41-50 years, 33.3% 31- 40 years, and 16.7% were 51- 60 years. Five teach English (55.6%), two teach Theology (22.2%), and two teach Special Education (22.2%). Of the nine, three participants had 21-30 years of experience, while three had 1-10 years, 11-20 years, and 5-10 years of experience, respectively. Data was analyzed using quantitative and qualitative approaches in MAXQDA software. The findings were triangulated, interpreted, integrated, and discussed using converged data results and findings. The researcher hopes this study will enlighten education stakeholders on the benefits of flexible curricula. This might inform policy on the prevailing trajectory of literacy skills development, leading to revised curricula and best practices in education. Replicating this study on a larger scale will bolster the research base. Sharing their literacy development experiences and knowing their viewpoints are valued might have fostered a sense of belonging in students and enhanced their self-reverence. As senior students, participation may motivate them to pursue higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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      – Text: English
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        PageCount: 200
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      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Student Surveys
        Type: general
      – SubjectFull: Decision Making
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      – SubjectFull: Language Acquisition
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      – SubjectFull: Schemata (Cognition)
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      – SubjectFull: Critical Race Theory
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      – SubjectFull: High School Students
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      – SubjectFull: Literacy
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      – SubjectFull: Trend Analysis
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      – SubjectFull: Whole Language Approach
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      – SubjectFull: Linguistic Theory
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      – SubjectFull: Lesson Plans
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      – SubjectFull: Student Attitudes
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      – SubjectFull: English Teachers
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      – SubjectFull: Special Education Teachers
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      – SubjectFull: Religious Education
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Educational Benefits
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      – SubjectFull: Curriculum Development
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      – SubjectFull: Literacy Education
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