{"id":{"repo_id":"byu","oai_identifier":"oai:scholarsarchive.byu.edu:etd-2533"},"canonical_url":"https://search.dev.ndltd.org/etd/byu/oai:scholarsarchive.byu.edu:etd-2533","repository":{"repo_id":"byu","name":"Brigham Young University","base_url":"https://scholarsarchive.byu.edu/do/oai/"},"display":{"title":"Examination of Interactions Among Eighth-Grade Language Arts Students During Literature Circles","abstract":"This study examined the nature of interactions that took place among eighth-graders as they participated in literature circles. The teacher/researcher organized students into literature circles based on the students' novel selection. Students completed a different role assignment each week. The role assignments included word wizard, passage picker, connector, summarizer, and question asker. As the students participated in literature circles, the teacher/researcher tape recorded their conversations and took observational field notes. Analysis of the data four weeks later showed that some students' voices were silenced and students went through the motions of completing and talking about their role assignments with little discussion and inquiry. These findings may be due to the way the role assignments were used and the role of the teacher during literature circles.","abstract_html":"This study examined the nature of interactions that took place among eighth-graders as they participated in literature circles. The teacher/researcher organized students into literature circles based on the students' novel selection. Students completed a different role assignment each week. The role assignments included word wizard, passage picker, connector, summarizer, and question asker. As the students participated in literature circles, the teacher/researcher tape recorded their conversations and took observational field notes. Analysis of the data four weeks later showed that some students' voices were silenced and students went through the motions of completing and talking about their role assignments with little discussion and inquiry. These findings may be due to the way the role assignments were used and the role of the teacher during literature circles.","abstract_has_math":false,"creators":["Smith, Rachel Marie"],"institution":"Brigham Young University - Provo","degree_name":"MA","degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T01:29:20Z","subjects":["literature circles","democracy","democratic participation","middle school","language arts","Teacher Education and Professional Development"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarsarchive.byu.edu/etd/1534","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Smith, Rachel Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2008-07-16T07:00:00Z"]},{"key":"dc:publisher","label":"Institution","values":["Brigham Young University - Provo"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MA"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["literature circles","democracy","democratic participation","middle school","language arts","Teacher Education and Professional Development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarsarchive.byu.edu/etd/1534","https://scholarsarchive.byu.edu/context/etd/article/2533/viewcontent/ETD_CISOPTR_1538.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["David O. McKay School of Education; Teacher Education"]},{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the nature of interactions that took place among eighth-graders as they participated in literature circles. The teacher/researcher organized students into literature circles based on the students' novel selection. Students completed a different role assignment each week. The role assignments included word wizard, passage picker, connector, summarizer, and question asker. As the students participated in literature circles, the teacher/researcher tape recorded their conversations and took observational field notes. Analysis of the data four weeks later showed that some students' voices were silenced and students went through the motions of completing and talking about their role assignments with little discussion and inquiry. These findings may be due to the way the role assignments were used and the role of the teacher during literature circles."]},{"key":"dc:format","label":"Dc Format","values":["application:pdf"]},{"key":"dc:source","label":"Dc Source","values":["Brigham Young University - Provo"]},{"key":"dc:title","label":"Title","values":["Examination of Interactions Among Eighth-Grade Language Arts Students During Literature Circles"]}]}],"canonical_facts":{"dc:creator":["Smith, Rachel Marie"],"dc:date":["2008-07-16T07:00:00Z"],"dc:description":["David O. McKay School of Education; Teacher Education"],"dc:description.abstract":["This study examined the nature of interactions that took place among eighth-graders as they participated in literature circles. The teacher/researcher organized students into literature circles based on the students' novel selection. Students completed a different role assignment each week. The role assignments included word wizard, passage picker, connector, summarizer, and question asker. As the students participated in literature circles, the teacher/researcher tape recorded their conversations and took observational field notes. Analysis of the data four weeks later showed that some students' voices were silenced and students went through the motions of completing and talking about their role assignments with little discussion and inquiry. These findings may be due to the way the role assignments were used and the role of the teacher during literature circles."],"dc:format":["application:pdf"],"dc:identifier":["https://scholarsarchive.byu.edu/etd/1534","https://scholarsarchive.byu.edu/context/etd/article/2533/viewcontent/ETD_CISOPTR_1538.pdf"],"dc:language":["English"],"dc:publisher":["Brigham Young University - Provo"],"dc:source":["Brigham Young University - Provo"],"dc:subject":["literature circles","democracy","democratic participation","middle school","language arts","Teacher Education and Professional Development"],"dc:title":["Examination of Interactions Among Eighth-Grade Language Arts Students During Literature Circles"],"dc:type":["Thesis"],"thesis:degree_name":["MA"]},"updated_at":"2026-07-24T01:29:20Z"}