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Urban English Language Arts Teachers’ Stories Of Technology Use: A Narrative Inquiry, Bridget Abbas
Urban English Language Arts Teachers’ Stories Of Technology Use: A Narrative Inquiry, Bridget Abbas
USF Tampa Graduate Theses and Dissertations
Technology use in high-minority, low-income middle school ELA classrooms is defined by traditional instructional practices (Applebee & Langer, 2013; Attewell, 2001; Boser, 2013; Cuban, 2001; Lankshear & Knobel, 2008), barriers to access (O’Dwyer et al., 2005; Purcell et al., 2013; Warschauer & Matuchniak, 2010), and inequalities in use (Banister & Reinhart, 2011; Beers, 2004; Gorski, 2009; Makinen, 2006; Powell, 2007; Reinhart et al., 2011; Dijk, 2003, 2006; Warschauer et al., 2004). This characterization, or grand narrative, of technology use is echoed and challenged by this narrative inquiry. Here the stories of two ELA teachers frequently using technology in instruction and …
When Maps Ignore The Territory: An Examination Of Gendered Language In Cancer Patient Literature, Joanna Bartell
When Maps Ignore The Territory: An Examination Of Gendered Language In Cancer Patient Literature, Joanna Bartell
USF Tampa Graduate Theses and Dissertations
Cancer patients report having a high need for cancer information. Several studies show that the majority of patients surveyed report preferring information from the American Cancer Society (ACS). Ranging up to 129 pages, the ACS’ Detailed Guides (DG) are widely distributed throughout the United States, and offer patients an authoritative guide to help patients navigate the difficult terrain of the cancer journey. This dissertation examines the ACS’ cervical, endometrial, ovarian, penile, prostate, testicular, and vaginal cancer guides. Through a rhetorical analysis of the 7 guides, it was shown that the ACS DGs in question foster gendered narratives that strictly limit …