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Full-Text Articles in Education
Literacy Coaching, Patricia Jane May
Literacy Coaching, Patricia Jane May
Master's Theses, Dissertations, Graduate Research and Major Papers Overview
Examines the experience of four elementary level classroom teachers and one coach as they engaged in a year-long literacy coaching program. Analysis of coach/teacher interactions highlights the role of reflective thought in teacher learning and positions reflective thought as a foundational premise of teacher learning. In addition, as a result of the discovery process inherent in the grounded theory design, finds that teachers' goal setting influenced movement along a gradual release of responsibility (GRR) continuum of adult learning.
Making Waves With Critical Literacy, Carolyn Fortuna
Making Waves With Critical Literacy, Carolyn Fortuna
Master's Theses, Dissertations, Graduate Research and Major Papers Overview
A qualitative study undertaken in 2007 that explores the application of critical literacy pedagogy within English language arts classes of an upper middle class public high school. Results demonstrate that when students recontextualize their own modalities, literacies, and cultures as part of their learning experience, they begin to understand the concept of social justice for all.
Dialogic Visual Literacy, Sharon Lafrenaye
Dialogic Visual Literacy, Sharon Lafrenaye
Master's Theses, Dissertations, Graduate Research and Major Papers Overview
Describes a visual art unit plan in which fifth grade students are taught visual literacy skills. Students first learn to decode a variety of imagery and then learn to encode their own imagery in the form of a narrative story scroll. Includes historical perspectives on visual literacy, along with case studies and commentary.
A Qualitative Study Of The Epistemological Interplay Between Teachers And Students In A High Stakes Testing Environment, Donald Bruce Bierman
A Qualitative Study Of The Epistemological Interplay Between Teachers And Students In A High Stakes Testing Environment, Donald Bruce Bierman
Master's Theses, Dissertations, Graduate Research and Major Papers Overview
Employing grounded theory methodology informed by microethnographic discourse analysis, studies the classroom conversations, interviews with students and teachers, and students' written texts in a high stakes test preparation program for tenth graders to determine the effects students and teachers have upon one another's epistemological beliefs concerning the source of knowledge. Students were preparing for the Connecticut Academic Performance Test (CAPT).