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Dissertations / Theses on the topic 'Literacy workshop'

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Published: 4 June 2021

Last updated: 2 February 2022

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1

Bohanan, Patricia Jean. "A parent workshop for motivating emergent literacy in English." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2257.

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The goal of this project is to help teachers create a motivation-enhancing literacy environment that increases students' reading ability, improves the understanding of written material, fosters a love of reading, and develops life-long learners.

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Nestor, Mark H. "An information literacy workshop for faculty development at the Cranbury School." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 78 p, 2007. http://proquest.umi.com/pqdweb?did=1251904181&sid=9&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Moskalik, Christine L. "Impact of a genetics education workshop on faculty participants Investigations of undergraduate genetic literacy /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1195583851.

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Thesis (M.S.)--University of Cincinnati, 2007.<br>Advisor: Carl A. Huether. Title from electronic thesis title page (viewed Feb. 11, 2008). Includes abstract. Keywords: undergraduate genetics education, biology majors, non-science majors, pedagogy, biology courses, student learning. Includes bibliographical references.

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4

Jennings, LaShay. "The First Fifty Days of Reading and Writing Workshop." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3456.

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Scanlon, Elizabeth. "THE LITERACY EXPERIENCES OF NINTH-GRADERS AND THEIR TEACHER IN AN ENGLISH LANGUAGE ARTS WORKSHOP." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3799.

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The question guiding this qualitative study was: What are the literacy experiences of ninth-grade students in an English language arts workshop classroom? This study is an autoethnography and it chronicles six months in my ninth grade English classroom where I played the role of observant participant. It examines the process of reading and writing and how my perspective as a reader and a writer shapes my curricular decisions and influences my students as readers and writers.<br>Ed.D.<br>Department of Teaching and Learning Principles<br>Education<br>Curriculum and Instruction

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Toney, Jennifer L. Toney. "Third Grade Students Literacy Practices As They Compose Multimodal Texts In A Digital Writing Workshop." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1508600000499313.

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MOSKALIK, CHRISTINE LAUREN. "I. IMPACT OF A GENETICS EDUCATION WORKSHOP ON FACULTY PARTICIPANTS II. INVESTIGATIONS OF UNDERGRADUATE GENETIC LITERACY." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1195583851.

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8

Turpin, Hester Thompson. "Inservice videos in guided reading, writers' workshop and working with words." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1407.

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This project was developed to meet the needs of teachers who have been trained in the components of balanced literacy: reading aloud, shared reading, guided writing, writers' workshop and working with words.

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Neufeld, Jennifer. "The Development and Delivery of a Mental Health Literacy and Counselling Skills Workshop for Educators: A Pilot Study." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37200.

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School settings are increasingly being targeted as ideal entry points for youth mental health initiatives and naturally, educators have been identified as playing a critical role in supporting youth in distress. The current study set out to investigate how to strengthen the ability of educators to support youth experiencing bullying and mental health difficulties. The study was conducted in two phases: an initial phase in which a mental health literacy and communication skills workshop for educators was developed and refined, and a second phase in which the workshop was pilot-tested. The 2-hou

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Bassenge, Leoni. "Making Room for Play : A play-centric workshop proposal for increasing girls' game literacy and access to games." Thesis, Uppsala universitet, Institutionen för speldesign, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-449565.

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This thesis addresses the gender-specific game access inequalities that exist between male and non-male children. To do this, it proposes a conceptual workshop design named SpielRaum, which aims to offer teens of marginalized genders a safe space to access games. By curating games for free play and combining it with guided discussions and self-reflection exercises, the workshop hopes to facilitate game literacy in a play-centric way. This sets it apart from other game-related workshops for non-male teens, which are also examined. It is found that they tend to be development-centric. Leading up

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11

Liu, Rossina Zamora. "The possibilities of public literacy spaces: homeless veterans (and other adults) draft nonfiction and selves inside a community writing workshop." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1681.

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Deficits dominate our culture's narratives of homelessness, associating poverty with lower literacy and skewing social policies about access and equity in schools, jobs, healthcare, and community (Bomer, 2008; Miller, 2011; Miller, 2014; Moore, 2013). Scant, if any, literature exists about literacy and identity in homeless adults, in ways that they might enroll in college and/or seek long-term careers. Yet if one of our roles as educators is to advocate for justice and disrupt social apathy, then we ought to consider more studies identifying literacy strengths (Barton & Hamilton, 1998; Bomer,

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Keith, Karin. "Digital Mentor Texts: Practical Methods for Using Digital Texts in the Reading and Writing Workshop." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4145.

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Ribeiro, Allyne. "Oficina de linguagem na saúde da família: um dispositivo de cuidado e promoção à saúde." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/11919.

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Made available in DSpace on 2016-04-27T18:11:55Z (GMT). No. of bitstreams: 1 Allyne Ribeiro.pdf: 1684842 bytes, checksum: 397e82fe5402f0a5f5d6608d82bf5718 (MD5) Previous issue date: 2012-01-27<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Introduction: This study proposes a reflection on the demands of clinical speech: concerns and anxieties of patients who face problems with reading and writing. Through Language Workshop, we investigated and dealt with the writing demands of patients treated by a team from the Family Health Strategy (FHS), from the idea that writing prac

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Mouginot, Olivier. "Les ateliers du dire (lectures, écritures, littératures) : enjeux et expériences de la voix en langue(s) étrangère(s)." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA102/document.

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Cette recherche en didactique des langues se propose d’analyser les expériences langagières attachées à un corpus d’ateliers conduits dans divers contextes d’apprentissage ou d’appropriation du français comme langue étrangère. Renvoyant notamment à l’écriture créative, à la poésie orale, au slam ou encore au théâtre, ces pratiques langagières ont en commun d’« essayer dire » (S. Beckett) en langue étrangère. L’étude ciblée des dimensions expérientielles de ces ateliers du dire permet leur conceptualisation comme essais de subjectivation en langue française. En tant qu’atelier du langage, chaqu

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ValenÃa, DÃbora de Souza. "Letramento literÃrio no ensino fundamental: sequÃncias bÃsicas com o gÃnero crÃnica." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18481.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior<br>Esta pesquisa teve como objetivo testar as sequÃncias bÃsicas de letramento literÃrio, proposta metodolÃgica de Cosson (2014), utilizando o gÃnero crÃnica em uma turma do sexto ano do Ensino Fundamental. A motivaÃÃo para a realizaÃÃo deste estudo foi, como professora da turma objeto de estudo, contribuir de uma forma mais eficaz para o letramento dos estudantes. Dividiu-se a pesquisa em dois momentos: a avaliaÃÃo da utilizaÃÃo do texto literÃrio em sala de aula pelos docentes do sexto ano de uma escola de Ensino Fundamental do muni

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COSTA, MARTA DE MATTOS VIEIRA BARCELLOS. "THE WRITING WORKSHOP AS A PLACE OF (RE)CREATION AND LITERARY INSERTION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=29988@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>A partir da experiência da autora como participante em três oficinas de prosa de ficção, esta dissertação desenvolve reflexões sobre os caminhos da experimentação e da construção da escrita artística, e também da profissionalização do escritor. Da motivação do escrever às formas de inserção no sistema literário, a oficina se oferece em seus temas e dinâmicas como espaço de investigação das tensões relacionadas à prática

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Grady, Paula Northam. ""Hands-on" computer workshops for improving microcomputer literacy : feasibility studies, design, layout, workbooks." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/539636.

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As microcomputers increase in number and find their way into the homes and offices of millions of people throughout the world, the need for education arises. The general population will not be equipped with the 'how and why' of microcomputing. Operating a microcomputer and using the microcomputer for practical applications and for educational enhancement of school-aged children will need to be addressed. This paper will discuss a feasibility study of offering microcomputer workshops; and under the assumption that this is feasible, the design, layout and workbooks needed will be presented.<br>D

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Wallis, Lesley Ann. "History, politics and tradition : a study of the history workshop 1956-1979." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369414.

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Valença, Débora de Souza. "Letramento literário no ensino fundamental: sequências básicas com o gênero crônica." reponame:Repositório Institucional da UFC, 2016. http://www.repositorio.ufc.br/handle/riufc/21876.

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VALENÇA, Débora de Souza. Letramento literário no ensino fundamental: sequências básicas com o gênero crônica. 2016. 103f. - Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação Profissional em Letras (PROFLETRAS), Fortaleza (CE), 2016.<br>Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-02-01T17:02:59Z No. of bitstreams: 1 2016_dis_dsvalença.pdf: 789271 bytes, checksum: 60b65b5391315bbd8706fd37a5cb0e41 (MD5)<br>Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-02-01T17:03:31Z (GMT) No. of bitstreams: 1 2016_

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Keith, Karin J., and Renee Rice Moran. "Qualitative Training Workshops for Graduate Assistants." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3619.

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21

Strasberger, Daniel. "The Efficacy of Varying Small Group Workshops in the Composition Classroom." Chapman University Digital Commons, 2019. https://digitalcommons.chapman.edu/english_theses/9.

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This I.R.B. approved study takes a look at the efficacy of small group workshops in the composition classroom and whether it is more beneficial for a student to remain in the same small groups between drafts, or whether it is better to change small groups and get a new set of eyes on a new draft. In my first-year English Composition course, ENG 103: Writing About Writing, I take a look at two different assignments, the Personal Narrative and the Research Paper, and how they changed over three drafts. Altering the group workshops for the first and second drafts, I administered surveys to scale

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Owhadi, Hélène. "Les reformulations orales en contexte d'atelier de production d'écrits au Cours Préparatoire : étude linguistique des jeux de reformulations." Thesis, Montpellier 3, 2019. http://www.theses.fr/2019MON30016.

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Cette recherche doctorale vise à étudier les reformulations orales en contexte d’atelier de production d’écrits au Cours Préparatoire (CP). À partir d’un corpus composé de onze séances dans quatre classes contrastées en termes d’efficacité et d’équité en écriture, issues des données de la recherche Lire et Écrire au CP (IFÉ), notre travail tente de montrer que l’étude des reformulations orales constitue un analyseur de l’activité didactique qui permet d’observer les pratiques littéraciées (lire-écrire-parler) et de mettre en évidence des indicateurs d’expertise langagière : l’étude de ce phéno

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Grespan, Viviane Maria da Silva. "A (re)escrita no processo de criação: um estudo enunciativo de rascunhos em oficina literária." Universidade do Vale do Rio do Sinos, 2010. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2591.

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Made available in DSpace on 2015-03-05T18:12:39Z (GMT). No. of bitstreams: 0 Previous issue date: 22<br>Nenhuma<br>Nesta dissertação de mestrado, estudamos o processo de produção da escrita em oficina literária. As teorias da enunciação de Émile Benveniste e de Jacqueline Authier-Revuz fundamentam nosso estudo. Em Benveniste, tomamos as reflexões sobre a dupla significância da linguagem para daí derivar uma forma de compreender o uso artístico da linguagem. Em Authier-Revuz, ancoramo-nos na teoria das heterogeneidades constitutivas / não-coincidências do dizer, para fundamentar a compreens

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Petitjean, Anne-Marie. "La littérature sur le métier : Étude comparée des pratiques créatives d’écriture littéraire dans les universités, en France, aux États-Unis et au Québec." Thesis, Cergy-Pontoise, 2013. http://www.theses.fr/2013CERG0674.

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L’ancrage universitaire de la tradition des ateliers d’écriture est souvent ignoré en France, alors qu’il est clairement établi pour les Etats-Unis. Les histoires des pratiques créatives d’écriture littéraire s’écrivent donc de manière différente, en mettant en jeu des conceptions de la littérature que cette étude cherche à comparer. La considération des sphères linguistiques et la question des dynamiques internationales d’expansion des pratiques exigent l’examen particulier des cursus québécois. Comment peut-on caractériser ces différentes formations ? Quelles représentations de l’auteur, du

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Barbosa, Amilcar Bettega. "Da leitura à escrita. A construção de um texto, a formação de um escritor." Thesis, Paris 3, 2012. http://www.theses.fr/2012PA030186.

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Ce travail est constitué de deux parties distinctes et complémentaires : l'une théorique, l'autre fictionnelle. La première partie s’appuie sur l’expérience personnelle de l’auteur en tant qu’écrivain de prose qui débute son parcours dans les années 90 au Brésil pour analyser certains moments-clef de la formation d’un écrivain qui peuvent s'appliquer à d'autres écrivains brésiliens de la même génération, notamment les passages de la lecture à l'écriture, puis du manuscrit au livre et finalement celui de la nouvelle au roman. La seconde partie est intégralement composée du roman inédit intitulé

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Rodriguez, Sanjuana C. "Emergent Bilinguals' Use of Social, Cultural, and Linguistic Resources in a Kindergarten Writing Workshop." 2014. http://scholarworks.gsu.edu/msit_diss/130.

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While many research studies have examined the early literacy development and experiences of monolingual children (e.g. Clay 1982, 1991, 2001; Dyson, 1984, 1993, 2003), there are few studies that investigate the early literacy development of young emergent bilingual students (Dworin & Moll, 2006; McCarthey et al., 2004; Moll, Saez, Dworin, 2001). Drawing on sociocultural theory (Rogoff, 1990; Vygotsky, 1978), 1995), critical race theory (Ladson-Billings, 1998; Solorzano & Yosso, 2009; Taylor, 2009; Yosso, Villalpando, Delgado Bernal, & Solórzano, 2001) and ethic of care perspectives (Noddings,

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Chapman, Robert, Subbiah Arunachalam, and Geetha Sharma. "The Third MSSRF South - South Exchange Travelling Workshop: 15-22 October 2004 Tamil Nadu & Pondicherry, India." 2005. http://hdl.handle.net/10150/105498.

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The M S Swaminathan Research Foundation (MSSRF) invited about 20 development workers - both from NGOs and from other agencies - to spend eight days, travelling from village to village, visiting knowledge centers and other development projects of MSSRF, meeting the volunteers and the local communities and learning from one another and sharing experiences. This report introduces the third workshop held in October 2004. It concentrates on MSSRF’s work and philosophy and emphasizes rightly that at MSSRF ICTs are not seen as a technical solution on their own but as enablers in a process of local pr

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Nambi, A. Arivudai, and Subbiah Arunachalam. "The Second MSSRF South - South Exchange Travelling Workshop: 30 October - 6 November 2003, Pondicherry & Tamil Nadu, India." 2005. http://hdl.handle.net/10150/105255.

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The M S Swaminathan Research Foundation (MSSRF) started the South-South Exhange Travelling Workshop for ICT-enabled (Information and Communication Technologies) development practitioners. This report introduces the second workshop held in October-November 2003, including 17 participants from 14 countries. The basic objectives of the workshop include knowledge sharing and interactive learning among the workshop participants, the villagers, and the staff and volunteers of MSSRF. It was designed as a travelling workshop so that the participants have an opportunity to visit various project sites i

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Antonucci, Marilyn L. "Bringing reading strategies home from a family literacy workshop: Two case studies of parents and their children reading together." 2005. https://scholarworks.umass.edu/dissertations/AAI3173103.

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In recent years there has been increasing attention to the field of family literacy. A number of qualitative and ethnographic studies (Taylor, 1982; Taylor & Dorsey-Gaines, 1988, Paratore, 1999, 2001 Auerbach E. R., 1989, 1995; Rogers, 2002) have documented the importance of the family in the acquisition of literacy within the context of the home. These two case studies of Denise and Shrieffe address the question of whether and how parents who are introduced to reading strategies in a family literacy program use these strategies in their own home when they read with their children. The use of

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Acosta, Angela. "In pursuit of healing-centered education: a case study of a racial literacy and healing professional development workshop series." Thesis, 2020. https://doi.org/10.7916/d8-evx5-1h14.

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In an attempt to tackle issues of racism in the U.S. public education system, school districts throughout the country are paying particular attention to how teachers and educational leaders are trained and supported to address issues of racial disparities. As a result of this, there has been a diffusion of various anti-bias and racial literacy-based trainings in some of the largest school systems. This dissertation explored a case study of a unique racial literacy and healing professional development (PD) workshop series within the New York City Department of Education, which was offered to a

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ZÁKOSTELSKÁ, Kristýna. "K problematice čtenářské gramotnosti žáků 2. stupně ZŠ." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-385166.

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The diploma thesis focuses on the topic of reading literacy of pupils at the second period of elementary school. The focus of the thesis is a reflexion of chosen literacy workshops. The thesis is divided into theoretical and practical parts. The theoretical part deals with the basic terms connected to the topic such as literacy, reading literacy and it also describes the method of literacy workshop. The theoretical part includes also the international researches dealing with the reading literacy and with the methods used to develop the literacy. The practical part describes the realization and

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Pickett, Marilyn Ludwig. "Modification of Nancie Atwell's reading workshop for implementation in a homogeneous group of struggling adolescent readers." 2009. http://trace.tennessee.edu/utk_gradthes/57.

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Sedláčková, Magdaléna. "Dílna čtení v mateřské škole jako podpora rozvoje čtenářské pregramotnosti." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-344950.

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The thesis Reading Workshop in Kindergarten as a support for the development of reading literacy deals in the theoretical part with the characteristics of pre-school children and their capabilities. It further investigates the methods that could be used for and are essential for the development of reading literacy in the pre-school age and the role of the family in this respect. The theoretical part is concluded with the introduction of the scheme Reading and Writing for Critical Thinking mentioning its basic resources. It shows that the reading workshop methods are very efficient for the acti

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Candeias, Anabela Baptista. "O editor de imagens como recurso para desenvolver a literacia visual." Master's thesis, 2013. http://hdl.handle.net/10400.26/4768.

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Mestrado em Ensino de Educação Visual e Tecnológica no Ensino Básico<br>O presente trabalho insere-se no domínio de estudo sobre o desenvolvimento da literacia visual através da utilização do editor de Imagens. Considerou-se como população de estudo alunos de 9.º ano integrados numa turma de percurso de currículo alternativo, com idades compreendidas entre os 16 e os 18 anos considerados com dificuldades de aprendizagem traduzidas pelo seu insucesso escolar. O objetivo desta investigação procurou identificar os contributos da utilização do editor de imagens para a aquisição/desenvolvimento de

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Braun, Joanna. "Language and literacy workshops: supporting the learning of four focal English language arts practices through the use of quality texts." 2016. http://hdl.handle.net/1993/31174.

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In Manitoba, a new English Language Arts (ELA) curriculum focusing on language and literacy practices invites learners to authentically and meaningfully engage with a variety of texts in the classroom. This thesis supports educators by valuing their professional judgment, as they are provided with researched text selection criteria and called upon to evaluate and choose texts of rich quality for use with children in classrooms in the beginning years of school (Kindergarten–Grade 2). Drawing upon this ELA curriculum, the author questions, provides insight, and reflects on how a variety of multi

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Richards, Sarah P. "Artist's block : the creation of a workshop to re-engage visual artists with their creative process by using the natural environment as a facilitator." Thesis, 2008. http://hdl.handle.net/10321/2181.

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Thesis submitted in partial compliance with the requirements for the Masters Degree in Technology: Fine Art in the Department of Fine Art, Durban Institute of Technology, 2008.<br>The aim of this thesis is to research and create a workshop which will assist artists to engage with their creative process. I explore the possibility that by being in a natural environment the blocked artist can reengage with their creative process and unblock the debilitating effects of artist's block. I chose to complete this study through the Durban University of Technology, to engage myself in the focused tas

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Yeh, Shu-Ching, and 葉淑卿. "Using Workshops To Improve Elementary School Teachers’ Literacy of Marine Education Through Museum Projects: Ways of Keelung City Government Education Department as Promoting Marine Education." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/h5885j.

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碩士<br>國立臺北教育大學<br>社會與區域發展學系碩士班<br>101<br>Located in Badouzi, Keelung City, the National Museum of Marine Science and Technology (hereinafter referred to as NMMST) serves as an abundant local resource center with its exhibition facilities, research staff and its surrounding marine ecological environment for Keelung marine education. Projects of using museums for learning, and improving elementary school teachers’ literacy of marine education through teachers’ workshops can meet teacher professional development of requirements of marine education; the establishment of museum education guidelines

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TISCHLEROVÁ, Barbora. "Realizace čtenářských dílen na ZŠ." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-252091.

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This thesis deals with the inclusion of the reading workshop methods in the primary schools and its application to the lessons of the Czech language and literature. The main aim of the theoretical part is to define key concepts connected with the topic. It describes the definitions of the reading workshop, the reading literacy and the description of "The formal notice no. 56", which has been focused on the support of the development of reading in the Czech schools. In this part the particular educational methods, which are focused on the development of reading, and the Czech and international

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Daya, Raseela. "Digital literacy : an investigation into perceived competencies of open distance learning students in the Eastern Cape Province in South Africa." Diss., 2020. http://hdl.handle.net/10500/26914.

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The aim of this study was to investigate and describe the perceived digital literacy competencies of Unisa Open Distance Learning students in the Eastern Cape province of South Africa. The association between the socio-demographic variables of the students and their perceived digital literacy competencies was statistically tested. The study examined whether there is a statistically significant relationship between the independent variables: attitudes towards digital technology for academic purposes, usage of the Learner Management System and attendance at regional digital literacy workshops, a

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Štěpánová, Marta. "Čtenářské dílny jako prostředek učení (se) němčině jako cizímu jazyku." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-434728.

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The topic of this work is reading workshops as a means of learning German as a foreign language. The aim of the thesis is to find out whether, and if so, what is the organizational and methodically inventive form of didactic potential in teaching German as a foreign language. The work is divided into theoretical and practical part. It focuses on the literary text and its role in teaching, as well as the representation of literature in the Common European Framework of Reference (CEFR) and in the Supplement to the CEFR. Attention is paid to reading skills with an emphasis on literary reading, wh

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Desjardins, Audrey-Anne. "Ce que « Savoir cuisiner » signifie pour des adolescents québécois." Thèse, 2018. http://hdl.handle.net/1866/22300.

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Maynard, Catherine. "Effets de l’écriture de textes identitaires, soutenue par des ateliers d’expression théâtrale plurilingues, sur le rapport à l’écrit d’élèves immigrants allophones en situation de grand retard scolaire." Thèse, 2014. http://hdl.handle.net/1866/12407.

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Le présent mémoire expose les effets de pratiques d’écriture de textes identitaires plurilingues, soutenues par des ateliers d’expression théâtrale plurilingues, sur le rapport à l’écrit d’élèves immigrants allophones nouvellement arrivés en situation de grand retard scolaire au secondaire, et ce, tout au long d’une recherche-action visant le développement de l’écriture. Puis, ces effets sont comparés avec ceux de pratiques traditionnelles d’enseignement de l’écriture. Un groupe expérimental et un groupe contrôle ont participé à cette étude de cas multiples. Des observations participantes et

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