Student Invitations for Engagement in an Online Reading Camp: A Pre-Service Teacher’s Reflection
Open Access
Author:
Gilley, Rhiannon
Area of Honors:
Elementary and Early Childhood Education
Degree:
Bachelor of Science
Document Type:
Thesis
Thesis Supervisors:
Karen Eppley, Thesis Supervisor Amy C Crosson, Thesis Honors Advisor
Keywords:
Education Elementary Reading Reading Camp Phonics Phonemic awareness Engagement Summer Reading Camp Engage Authentic Engagement Project Based Learning Elementary School Problematizing Authority Choice and Voice Accountability Resources Learning Communities
Abstract:
This inquiry aims to reflect upon student invitations for engagement in an online reading camp through the lens of a pre-service teacher. The research focuses specifically on a remote and virtual summer reading camp, with data consisting of teacher-written journal reflections. Engle and Conant’s (2002) research on fostering productive disciplinary engagement guides the inquiry. There are four principles within Engle and Conant’s (2002) framework: problematizing, authority, accountability, and resources. For engagement to truly occur, the elements must work together to present opportunities for students to have ownership, take on challenging tasks, lean on their resources, and be held accountable to themselves and others in a shared learning community. In this inquiry, I analyze whether these four principles are present in the summer reading camp and how that affects students’ engagement in learning experiences. Discovering how to enhance student engagement is applicable to teachers working in all content areas, and in all learning environments. This work allows for educators to consider altering curriculum and enhancing instruction, in order to benefit student learning and engagement.
