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Full-Text Articles in Education
Laboratory School Leaders Provide Support For Literacy, Doyle Brinson, Edward J. Dwyer, Pamela H. Scott, Virginia Foley
Laboratory School Leaders Provide Support For Literacy, Doyle Brinson, Edward J. Dwyer, Pamela H. Scott, Virginia Foley
NALS Journal
Laboratory school leaders can greatly influence reading achievement among students. In this light, the authors propose that school leaders, by becoming more aware of their own journey in becoming readers, are encouraged to strengthen reading programs in their own schools. Consequently, writing a memoir titled “My Life as a Reader” can be used to encourage reflection on becoming a reader. In this study, analysis of the memoirs of school leaders provided substantial evidence supporting the conclusion that experiences with books and interested adults greatly encourages eventual reading achievement. The subjects in this paper are school leaders; however, application of the …
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.
Synthesizing Synthesis: A Unique Step Beyond Summary, Melissa A. Leblanc
Synthesizing Synthesis: A Unique Step Beyond Summary, Melissa A. Leblanc
Honors Projects
Analyzes the concept of synthesis, often referred to as a higher order thinking skill or an advanced form of reading comprehension strategy, and how the ability to synthesize can be incorporated into classroom and everyday life. Compares a survey of professionals to a model of how synthesis works to help generate methods for teaching students/thinkers to synthesize.