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Dissertations / Theses on the topic 'Language arts|Teacher education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Kubilus, Daryl. "Relating Teacher Attendance to Student English Language Arts and Math Achievement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5092.

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On average, teachers in the United States are absent for 9.6 days of student instruction per school year, while in this study's rural Northeast Ohio school district, teachers averaged 16.2 absences in the 2015-16 school year. Teacher absence is a concern because the classroom teacher is often considered the most crucial school-related influence on student achievement. Guided by Bowlby's attachment theory, the purpose of this study was to examine the possible predictive relationships between teacher absences for sick/personal and professional leave as well as other teacher-related variables, in

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Denmon, Jennifer M. "Writing Groups in Eighth-Grade Honors Language Arts| Student and Teacher Perceptions." Thesis, University of South Florida, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10147057.

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<p> In this qualitative case study, I investigated eighth-grade honors students’ and their language arts teacher’s perceptions of the support provided in writing groups, the climate in writing groups, and student and teacher support that enhanced students’ motivation to write in writing groups. (Abstract shortened by ProQuest.)</p>

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Steele, Dorothy Diane. "Relationship Between Teacher Instructional Preparedness and English Learner Language Arts Performance." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4684.

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English language learners (ELLs) are the fastest-growing population in California schools, with a high percentage of students not meeting the standard of the English language arts performance on the California Standardized Test (CST). This project study investigated the problem in a California school district where it was unknown whether the intervention strategies provided to teachers gave them the curricular skills needed to address the instructional needs of ELLs. The purpose of this quantitative study was to determine whether teachers' self-reported instructional preparedness to teach ELLs

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Dorrman, Jaclyn Marie. "Teacher Perceptions of a Full-Service Community School Strategy for Language Arts Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3559.

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Students of all abilities at a Full-Service Community School (FSCS) in northern New Jersey are not meeting federal and state accountability requirements in language arts. Research studies indicated that the FSCS strategy can improve instructional practices, which will improve academic success. For this qualitative case study, the purpose was to document and analyze the strengths and weaknesses of the FSCS academic component for language arts used by 8 teachers from kindergarten to 6th grade. The conceptual framework that guided this study was grounded in the central understanding of Vygotsky a

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Thompson, Mary C. "Beginning Teachers' Perceptions of Preparedness: A Teacher Education Program's Transferability and Impact on The Secondary English/Language Arts Classroom." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/67.

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In October 2009, United States Secretary of Education Arne Duncan declared in a speech to Columbia University’s Teacher’s College that many university teacher preparation programs are outdated and must undergo major reform in order to produce high quality teachers needed to improve academic achievement for all students (U.S. Department of Education, 2009). Duncan stated that “America’s university-based teacher preparation programs need revolutionary change – not evolutionary tinkering” (U.S. Department of Education, 2009, p.2). To improve student success in the classroom, policy makers must

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6

Denmon, Jennifer Sara Meister. "Writing Groups in Eighth-Grade Honors Language Arts: Student and Teacher Perceptions." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6222.

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In this qualitative case study, I investigated eighth-grade honors students’ and their language arts teacher’s perceptions of the support provided in writing groups, the climate in writing groups, and student and teacher support that enhanced students’ motivation to write in writing groups. Eleven study participants engaged in the inquiry, 10 middle school students and one language arts teacher. I collected data during the fall semester of 2014. Data were individual interviews, classroom observations of participants in writing groups, and program-related documents. The main aim in this investi

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Goldsmith, Christy. "Enacted Identities| A Narrative Inquiry into Teacher Writerly Becoming." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877145.

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<p> This narrative inquiry explored the ways in which four mid-career English teachers construct themselves as W/writers and how those writerly identities are performed in their pedagogy. I curated data collected from extended interviews, journals, personal and professional writings to build narratives of these teachers-as-writers. Through these narratives and metaphorical thinking (Lakoff & Johnson, 1980), I analyzed the wholeness of each participant’s experience with writing.</p><p> Then, in stage two of the study, I used data collected from teaching observations to build a conti

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Smith, Denise Marie. "Evaluation of language development specialist training: A survey of teachers and administrators." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2586.

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This study was completed following extensive Language Development Specialist (LDS) Training in Stockton Unified School District (SUSD) between 1992 and 1994. A post training survey designed by this researcher was mailed to all (303) teachers and administrators/elementary and secondary who participated in LDS training during this time. This survey asked participants to identify training information applicable to daily work tasks. One hundred seven teachers and twenty-four administrators completed this survey. The survey was divided into four sections. Sections I and II were based on the Nine LD

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Anderson, Helen M. "Connecting theory, training and practice| Building teachers' capacity within an elementary literacy intervention." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158552.

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<p> Research suggests that instructional interventions can impact student learning most effectively when teachers receive support for implementation (Danielson, Doolittle, & Bradley, 2007; Songer, et al., 2002). This is particularly true for interventions targeting struggling students within Response to Intervention structures (Akerson, Cullen, & Hanson, 2009; Harris, Graham, & Adkins, 2015; Martin-Kniep, 2008;). Professional learning communities (PLCs) provide one structure to provide teachers with the needed instructional support to implement instructional interventions (Akerson

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10

Badger, Mariza A. "Positing Living to Remember God| An Autoethnography." Thesis, Concordia University Chicago, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10014565.

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<p> This dissertation is a qualitative study in which I, the researcher and public school teacher, seek through writing the self in a narrative and evocative autoethnography to explore three emergent themes: My family’s six year and six month circumnavigation, spirituality, and important literature that I have shared with other readers that direct our hearts toward God. Insomuch as the title posits living to remember God, my hope is to make the interior mind visible to my reader as I explore what embracing this position has meant to me; I hope in making myself vulnerable to speak to our

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Ewell-Eldridge, Ivy. "Examining Secondary Language Arts Teachers' Perceptions of Professional Learning| Motivations, Values, Barriers, Needs, and Aspirations." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816349.

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<p> Research reveals that for American secondary teachers, mere participation, or the desire to participate, in professional development is not a matter of concern, as many in the educational community have assumed. Yet, there is a void in the literature regarding American, lower secondary educators of literacy and their overall perceptions of professional learning. The purpose of this phenomenological study was to understand the perceptions of lower secondary English language arts (ELA)/literacy teachers, specifically in regard to what motivates these educators to participate in professional

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McGroarty, John David. "Teachers? Perceptions on Improvement of Declining Grade 8 Language Arts Test Scores." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3735421.

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<p> Once viewed as a way to establish educational placement, high-stakes testing is used to establish benchmarks for success within school systems. Within a local Utah school district, raising these benchmarks has been deliberated due to a steady decline in Grade 8 language arts scores, which has heightened concerns among local school administrators and teachers. The purpose of this phenomenological study was to examine the perceptions of teachers on how to improve declining Grade 8 language arts test scores. Based on the theoretical concepts of constructivism, 3 research questions were create

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Massey, Ingrid Ahrens. "Faculty and Student Perceptions of Reading and Language Arts Preparation and Preparedness for the State Subject Area Test." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3177.

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Since changes to the reading/language arts State Subject Area Test (SSAT) in late 2010, elementary education teacher candidates at a teacher training college in the Southern United States have experienced declining scores resulting in test failure and delaying student teaching and graduation. The purpose of this case study was to identify factors that students and faculty perceived as most beneficial in preparing students to pass the SSAT. Constructivism served as the conceptual framework for this study addressing the effects of collaboration, hands-on learning, and application of knowledge. P

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Pennington, Sarah E. "Influence of Language Arts Instructional Practices on Early Adolescents’ Motivation to Read: Measuring Student and Teacher Perceptions." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6565.

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Early adolescence is a critical time for examining academic motivation, specifically motivation to read (Hervey, 2013). In order to support self-determined motivation to read, students’ needs for competence, autonomy, and relatedness must be met within the classroom context (Miller & Faircloth, 2014). Since classroom instructional practices are a key component of adolescents’ daily experiences in the classroom, research which investigates the influence of these practices on students’ self-determined motivation to read is needed. In addition, the perceptions of students and teachers regarding t

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Keith, Karin. "Promoting Community in the English Language Arts Classroom." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1010.

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Hardy, Sandra L. "Constructing Exemplary Practice in the Teaching of Writing and Professional English Language Arts Standards: Implications for Novice Special Education Teachers." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/467.

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This qualitative dissertation research explored the case studies of four novice special education teachers who were the primary instructors for English language arts for students in grades three through eight with an I.E.P. This study addressed the teachers' perspectives, beliefs, practices, and related induction needs concerning their construction of exemplary practice in the teaching of wtiting. Exemplary writing instruction is defined by the inclusion of (a) the professional standards found in the state of Illinois Professional Teaching Standards, Illinois English Language Arts Standards fo

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Hsiang, Yung-Lai Michelle. "Technology-Assisted-Reflection: A Study of Pre-service Teacher Education in Middle School Language Arts and Social Studies and Secondary English Education and Social Studies." NCSU, 1999. http://www.lib.ncsu.edu/theses/available/etd-19991001-144519.

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<p>The purpose of this quasi-experimental research was to examine a new approach to information delivery and communication within Teacher Education courses. Advanced technologies in the Internet, Listserv, E-mail, NetForum and electronic forms were integrated, and the learning was guided by the clinical analysis/reflection and structured self-evaluation in a differentiated environment to promote individual development in both cognition and ethics.A cluster sample of sixty-eight pre-service teachers enrolled in the Introduction to Teaching Humanities and Social Sciences course in the Spring of

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Wong, Siu Man. "An arts-based narrative approach to understanding curriculum and teacher development in a Hong Kong context an inquiry into a pre-service early childhood education course /." access full-text online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?NR02758.

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Dell-Jones, Julie Vivienne. "Intersecting Stories: Cultural Reflexivity, Digital Storytelling, and Personal Narratives in Language Teacher Education." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7144.

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This narrative inquiry dissertation explores stories from three students over a two-year trajectory as they develop into language educators in diverse contexts. The study begins in a teacher education course focused on technology for language teaching in English as a second language (ESOL) and foreign language education (FLE) classrooms. As instructor, I implemented a digital storytelling (DS) project with the pedagogical goal of supporting the much-needed practice of reflexivity, and specifically, reflexivity of intercultural competence (IC) and culturally-responsive pedagogy (CRP

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Price, Cecelia Joyce. "Multimodal Design for Secondary English Language Arts: A Portraiture Study." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984194/.

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Employing the research approach known as portraiture, this study investigated the varying ways in which three secondary English language arts teachers at a visual and performing arts high school conceptualized and designed multimodal literacy learning. Also studied were the ways in which their students responded to these designs; and in keeping with portraiture, attention went to the changes in the researcher's own understandings. This multi-case study and cross-case analysis built on prior multimodal literacy research in secondary education, but unlike previous studies, gave major attention t

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Wilmot, Ann-Marie. "HOW ENGLISH LANGUAGE HEAD OF DEPARTMENTS PERCEIVE THEIR ROLES in TEACHER DEVELOPMENT AND TEACHER EFFICACY: A STUDY of EIGHT JAMAICAN SCHOOLS." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/468994.

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Teaching & Learning<br>Ed.D.<br>This qualitative study sought to gain deeper insights into how English Language Heads of Department (H.O.D.) perceive their roles in teacher development and efficacy, what leadership style inform their role enactment and the different skill sets and beliefs they take to their H.O.D. roles. The population was limited to selected schools in central Jamaica with a sample size of eight Heads of Departments in upgraded and traditional high schools. The motivation to conduct this research arose out of the concerns about Jamaica’s poor ratings in CXC English Language p

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Smith, Rachel Marie. "Examination of Interactions Among Eighth-Grade Language Arts Students During Literature Circles." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1534.

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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 studen

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Hall, H. Bernard. "Exploring and Understanding the Practices, Behaviors, and Identities of Hip-hop Based Educators in Urban Public High School English/Language Arts Classrooms." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/173008.

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Urban Education<br>Ph.D.<br>Grounded in theories of culturally relevant and hip-hop pedagogies, this ethnographic study of a demographically diverse "community nominated" cohort of urban public high school teachers who integrate hip-hop pedagogies into their English/language arts classrooms responds to the methodological and theoretical shortcomings of a burgeoning body of research known as "hip-hop based education" (HHBE). HHBE has argued that curriculum and pedagogy derived from hip-hop culture can be used to transmit disciplinary knowledge, improve student motivation, teach critical media l

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Keith, Karin J., Huili Hong, Renee Rice Moran, and LaShay Jennings. "No Time for Science: Science, Reading and Language Arts Joined at the HIIP." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/991.

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Elementary teachers find little time to address hands-on, integrated, inquiry, problem-based (HIIP) learning during science; choosing instead to read non-fiction texts. HIIP learning, along with non-fiction texts, helps students construct understandings about an increasingly global and technological world. Presenters in this panel will share interactive ways to address HIIP learning with reading/language arts through the use of testable questions, text-sets, mentor texts, and dialogic meetings that effectively engage all participants in dynamic, democratic, and reflective conversations about t

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Tsuchiya, Shinsuke. "Perceptions of Native and Nonnative Speakers and Observational Analysis of "Divergent" Japanese Language Teachers in Context." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469109279.

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Davis, Paula C. "Language Arts Achievement of Fourth Grade Students with Regard to Gender, Ethnicity, and Socioeconomic Status." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1135.

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This study was conducted to see if a difference exists in the language arts proficiency levels of 2,080 fourth grade students with regard to gender, ethnicity, and socioeconomic status from 2010 through 2012 on the Tennessee Comprehensive Assessment Program. Specifically, this study considered the possibility that a difference existed in language arts proficiency levels between males and females. A quantitative study was used to find differences in the language arts proficiency levels from 2010 through 2012 for males and females in the fourth grade in an upper East Tennessee urban school syste

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Keith, Karin. "No Time for Science: Integrating STEM Hands-On Activities with English Language Arts." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1023.

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Kersten, Sara. "Nonfiction is not another name for fiction: The co-construction of nonfiction in a primary classroom." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460978333.

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Goff, Brenton. "The Process of Change in the Teaching and Learning of Writing about Literature in an 11th grade Honors English Language Arts Classroom." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531776910435739.

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Gill, Marianne E. "The Nature of Transfer from the Concepts and Vocabulary Taught in a Character Education Unit to Students Classroom Discourse." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2579.

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This action research study was conducted to inform my teaching practices on character education. The purpose of this study was to better understand the nature of transfer from the concepts of character taught in lessons to students' classroom discourse. Data were systematically collected from student comments, class meetings, and student reflection journals during a 13-week character education unit. Their discourse was coded and analyzed for evidence of transfer through an iterative process that allowed for ongoing comparison of the data. Evidence of transfer was identified only once prior to

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Harvey, Jane. "A Sociocultural-Theory-Based Study of the Impact of Mediation During Post-Observation Conferences on Language Teacher Learning." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3727.

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The post-observation conference offers a potentially fecund context for promoting language teacher learning, but very little research has been conducted into how this actually happens. Taking Vygotskian sociocultural theory as its theoretical framework, this study examined the mediational discourse of a series of post-observation conferences between a mentor and two practicing English language teachers to investigate the nature of the discourse and the relationship between the mediational discourse and the language teachers` learning. Features of mediational discourse identified a priori (such

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Imbrenda, Jon-Philip. "For argument's sake: Building a pathway to college for urban adolescents." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/373054.

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Teaching & Learning<br>Ph.D.<br>Drawing on a sociocultural view of learning as acculturation into the distinct social language of academic communities, this study reports the developmental impacts of an intervention program designed to prepare students from a comprehensive urban high school for the rigors of college reading and writing. Statistical analysis of students’ pre-, mid- and post-test performances on a university writing placement exam demonstrates significant growth. Qualitative analysis of their formal and informal writing employing three semantic differential scales designed to me

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Richmond, Daena J. "The relationship between teacher ratings on the Indiana Standards Tool for Alternate Reporting (ISTAR) : English/language arts/math assessment for students in grades 3 and 8." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1325993.

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Sprague, Adam. "Analyzing the Feedback Preferences and Learning Styles of Second-Language Students in ESOL Writing Courses at Bowling Green State University." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1489519863691965.

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Avellaneda, Eulises. "Foreign Language College Achievement and the Infusion of Three Selected Web 2.0 Technologies: A Mixed Method Case Study." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6172.

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Web 2.0 technologies such as blogs, Google Docs, and YouTube have become ubiquitous in today’s world of second and foreign language learning and have been the object of study (Wang & Vásquez, 2012), yet there is still a need to examine quantitatively and qualitatively how these tools impact the proficiency achievement levels of learners who use them. The purpose of this study was to explore the impact that blogs, Google Docs, and YouTube had on the achievement of college learners of Spanish as a foreign language. A mixed methods design was adopted. The quantitative data were collected from stu

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Sulzer, Mark Andrew. "Exploring dialogic teaching with middle and secondary English language arts teachers : a reflexive phenomenology." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1912.

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The ways in which teachers and students speak to each other in middle and secondary English language arts classrooms is integral to the type of learning that occurs there. Ways of engaging in “classroom talk” can be characterized as teacher-centered or student-centered. Teacher-centered classroom talk typically unfolds as a sequence of three steps – a teacher asks a question with a predetermined answer, a student responds, and the teacher evaluates the response. In contrast, student-centered classroom talk is engaging, collaborative, and reciprocal – in these scenarios, teachers and students b

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Byous, Stacy Rae. "High School Language Arts Teachers' Experiences with Integrating Technology after Participating in a State-Mandated Technology Professional Development Course." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/11.

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Georgia has invested millions of dollars for technology and teacher technology training in order to prepare students for a technological society (Brackett, Henry, & Weathersby, 1999; Hinton, 2003). While technology affects all teachers, language arts teachers are also challenged to teach multiple literacies (Leu, Kinzer, Coiro, & Cammack, 2004). This study investigated the extent that professional development programs impact the language arts teachers’ classroom practice (Bebell, Russell, & O’Dwyer, 2004; Young & Bush, 2004). This case study research explored three high school language arts te

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Price-Dennis, Detra M. "Practicing the Promise of Critical Pedagogy: Case Studies of Three Pre-Service Teachers Mediating the Meaning of Race, Equity, and Social Justice in Middle School Classrooms." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1245340799.

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Keith, Karin. "No Time for Science: Integrating No Time for Science: Integrating STEM Learning with English Language Arts and Math." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1026.

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Ng, Wai Yee Elizabeth. "How are linguistic gaps bridged in the content-based, kindergarten classrooms? : a case study of focus on form in the pre-school context." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/494.

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Triplett-Stewart, Yolanda M. "Intertextuality, Multiliteracies, and a Double-Edged Sword: Urban Adolescent African American Males’ Perceptions of Enabling Texts, Pedagogies, and Contexts." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429719768.

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Noll, Brandi Lee. "The Influence of Experiential and Sociocultural Factors on Efficacy and Instructional Practices: Four Case Studies of Primary Teachers of Writing." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1279047280.

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Keith, Karin, Renee Rice Moran, and H. Hong. "Using Photo Elicitation to Understand ELA Teacher Decision Making in the Age of Common Core." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/995.

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Ryoo, Seong Mae. "Responding to Non-Native Writers of English: The Relationship Between a Teacher's Written Comments and Improvement in Second Language Writing." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/223622.

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CITE/Language Arts<br>Ed.D.<br>The purpose of this study was to examine the effect that a writing teacher's written comments had on improvement in L2 writing; whether the types of changes students made in their drafts after teacher comments were substantial at the content level and/or language level; to what extent the focus (content- and language-focused) and the directness (direct and indirect) of teacher feedback predicted improvement in L2 writing; and the teacher's and students' attitudes toward and perception of good writing and the role of teacher comments. The study had three major com

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Carpenter-Kabel, Amy Lynn. "How is Reading in the Content Areas Taught in Rural Schools?" Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1209657391.

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Tai, Chih-Che, Karin Keith, Laura Robertson, and Renee Rice Moran. "Sound and Waves: An Integrated K–8 Hands‐On Approach Supporting the NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/993.

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Simmons, McKenna Lyn. "Ninth-Grade Students' Motivation for Reading and Course Choice." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8531.

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The purpose of this explanatory mixed methods study was to better understand how 9th grade honors and general education language arts students valued reading, and to discover if there were any connections between the types of reading values, expectancies for success, and the student’s ultimate language arts course selection. This study was grounded in the expectancy-value theory and considered all 4 task values including utility, attainment, intrinsic, cost, and the expectancies (e.g., past experiences and reader identity) of the participants as well. First, a survey was administered to 9th gr

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Nelson, Rebecca M. "Shades of Deeper Meaning: A Phenomenological Study of Dialect Variance among 21st Century Rural Midwestern High School Students." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1524672085289361.

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Macy, Michelle. "Technology Use as Transformative Pedagogy: Using Video Editing Technology to Learn About Teaching." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3227.

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Within the paradigm of Sociocultural Theory, and using Activity Theory as a data-gathering and management tool, this microgenetic case study examined the processes - the growth, change, and development - engaged in by student-teachers in a foreign language education program as they worked together to complete an activity. The activity involved digital video recording and editing, mediators which were intended to facilitate the iterative review of and subsequent reflection and action upon the content of the video during its creation. By investigating the process of contextual interaction betwee

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Hart, Gwendolyn A. "Composing Metaphors: Metaphors for Writing in the Composition Classroom." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371472.

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