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The monsters under their beds and inside their heads
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Del Nero, Jennifer Renner. The monsters under their beds and inside their heads. Retrieved from https://doi.org/doi:10.7282/T3571DQT

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TitleThe monsters under their beds and inside their heads
NameDel Nero, Jennifer Renner (author); Morrow, Lesley M (chair); Boling, Erica (internal member); El-Haj, Thea Abu (internal member); Blackford, Holly (internal member); Rowsell, Jennifer (outside member); Rutgers University; Graduate School - New Brunswick
Date Created2015
Other Date2015-01 (degree)
SubjectEducation, Gothic literature, Literature--Study and teaching, Education, Secondary--New Jersey
Extent1 online resource (xi, 446 p. : ill.)
DescriptionThis qualitative study employed case study methodology and design research to examine what aesthetic transactions adolescent students constructed in response to popular culture and traditional texts in a Gothic studies reading unit created by the researcher. Secondary inquiries included descriptions of the aesthetic transactions that participants constructed during the unit, as well as tensions that arose in the development of aesthetic transactions. This study also explored what participant Discourse(s) evolved, as well as which one(s) remained unchanged at the conclusion of the unit. The study was conducted in a seventh grade reading classroom in a Central New Jersey suburban middle school. Eight students (four male and four female) comprised the study’s participants. A combination of thematic and discourse analyses was used during and after data collection. The data was triangulated across interviews, participant conversations, classroom observations, and unit artifacts. The findings revealed that participants constructed myriad aesthetic transactions of meaningful connection and imaginative contrast with the Gothic unit texts. Participants enhanced these initial aesthetic transactions and formed new ones individually and collectively as a result of pedagogical practices that also nurtured their construction of aesthetic transactions. As a result of these unit dynamics, in which aesthetic transactions were prioritized in the text and related context, the students were positioned as active apprentices within the unit experience. Participants gleaned literary, self, and world knowledge as a result of these aesthetic transactions. These understandings aided in the development of their various Discourses, which held positive implications for them academically and personally. The findings suggest that prioritizing adolescents’ construction of aesthetic transactions in both the text choices and related context is critical in order for academic reading to be a gratifying and meaningful experience that educates the whole person.
NotePh.D.
NoteIncludes bibliographical references
Noteby Jennifer Renner Del Nero
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3571DQT
Languageeng
CollectionGraduate School - New Brunswick Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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