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Dissertations / Theses on the topic 'Literature pedagogy'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Behari, Kasturi. "Literature education for transformation : a critical pedagogy for literature teaching." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/19575.

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Bibliography: pages 115-119.<br>As the new South African national ethos is borne, education assumes the inenviable role of reconciliator and liberator amidst the programme of the redressing of past imbalances. Stakeholders everywhere are looking to the field of education for national reconstruction and nation building through the development of young minds into productive, active and creative citizens. Indeed, the responsibility that education bears is a moral one. The broad field of this dissertation identifies Literature Education as a tool for transformation within the specific context of p

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2

Bolt, Julie Elizabeth. "Border pedagogy for democratic practice." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289996.

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Border Pedagogy for Democratic Practice articulates a pedagogy that awakens a more nuanced political consciousness, a sense of empathy and agency about social justice, and an increased comfort with ambiguities, for both student and teacher. By combining a theory of border pedagogy (developed by Henry Giroux, Peter McLaren, Renato Rosaldo and others), with tenets from cultural studies, postcolonial literary theory and critical pedagogy/literacy, I argue for a new understanding in the way we teach diverse texts, an understanding that can be applied to the ongoing shifts in history and culture, a

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3

Butler, Rebecca R. "Motor impairment in children's literature : perceptions and pedagogy." Thesis, University of Roehampton, 2014. https://pure.roehampton.ac.uk/portal/en/studentthesis/motor-impairment-in-children’s-literature(83b3a2a0-a718-4640-9bfc-2721099b651a).html.

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This project explores how pupils respond to disabled characters encountered in two fictional stories and considers the potential implications such reactions hold for teaching and learning in schools. The project reviewed three streams of literature, namely books for children in which disabled characters play a part, the literature of disability studies, and literature linked to inclusive education. The research data set was gathered at group sessions held with a total of 41 pupils in four mainstream primary schools and two schools for SEN pupils. The sessions were recorded on DVD. This data se

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4

Dawson, Emma. "Emotion tracking pedagogy (ETP) : a creative pedagogy for the teaching of world Englishes literature." Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440988.

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5

White, Brian David. "Singing techniques and vocal pedagogy." Thesis, University of Surrey, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371900.

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6

Brass, Kylie. "Going public pedagogy beyond the academy /." Connect to full text, 2005. http://hdl.handle.net/2123/4036.

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Thesis (Ph. D.)--Dept. of English, Faculty of Arts, University of Sydney, 2006.<br>Title from title screen (viewed 12th February, 2009) Includes bibliographical references. Also available in print form.

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7

Curtis, Catherine Mary. "Richard Pace on pedagogy, counsel and satire." Thesis, University of Cambridge, 1996. https://www.repository.cam.ac.uk/handle/1810/252302.

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My thesis considers the career and writings of Richard Pace. Employed by Cardinal Bainbridge in Rome, then by Thomas Wolsey and Henry VIII as secretary and diplomat, Pace was considered one of England's most illustrious ambassadors and learned men by contemporaries. Erasmus, however, attempted to censor Pace's De Jructu qui ex doctrina percipitur (c.1517) which was written and published in the same period as Utopia. Accepting Erasmus's hostility at face value, commentators have judged Pace's literary works harshly, and his contribution to English humanism and political thought has been underes

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8

Brass, Kylie. "Going public : pedagogy beyond the academy." Phd thesis, Department of English, 2005. http://hdl.handle.net/2123/4036.

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Thesis (Ph. D.)--Dept. of English, Faculty of Arts, University of Sydney, 2006.<br>Title from title screen (viewed 12th February, 2009) Includes bibliographical references. Also available in print form.

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9

Meirson, Tal. "Multicultural Literature Curriculum and the Enactment of Culturally Relevant Pedagogy." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/521067.

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Literacy & Learners<br>Ph.D.<br>This case study describes and examines the pedagogical practices of urban middle school teachers who execute multicultural literature unit plans with students of color. Culturally relevant theory guides the analysis of the teachers’ planning and pedagogy. The data gathered include; semi-structured curriculum director, teacher and student interviews; field notes of classroom observations; student reflective journals as well as curriculum artifacts. Data were analyzed and coded for findings, and implications for further research are given. Findings show teachers e

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10

McCormick, John Matthew. "Impact of a Geography-Literature Collaborative on Secondary School Pedagogy." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6797.

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Geography education has been relegated to a subset of social studies standards in most of the United States and has been overshadowed by a history-centered curriculum. Student achievement in geography has not improved for several decades due to the focus on history content in the social studies curriculum. Rooted in a conceptual framework encompassing elements of self-efficacy and the whole teacher approach, the purpose of this case study was to examine the impact of the West Virginia Geographic Alliance (WVGA) professional development workshop on teachers' practices in delivering cross-discip

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11

Petkovic, Jorge. "Literature - A Way to Fire the Imagination of the Students in the Upper Secondary School." Thesis, Jönköping University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1075.

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<p>The essence of this essay is how teachers incorporate literature in lessons and how they work with it. Articles and books will be the foundation in my result part. However, I have conducted four interviews to see how teachers use literature in the upper secondary school.</p><p>The curriculum is there to guide the teacher to work with different areas. However, there are no specific topics in the curriculum that the teachers have to work with. It is up to the teacher to choose that.</p><p>Some of my findings from my written sources where that there are different ways of working with literatur

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12

Thompson, Clarissa. "Pedagogy and prospective teachers in three college English courses /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7826.

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Wang, Yang. "A Pedagogy of Leave-Taking in Chinese." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406654379.

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McGregor, Rachel. ""Dumbe maisters" print, pedagogy, and authority in English literature, 1530-1612." Thesis, University of Aberdeen, 2010. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=166198.

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This thesis examines the relationship between pedagogy and print in early modern England. I argue that while print held great educational opportunities, it also presented intense pedagogical challenges. Writers had to overcome the difficulties of teaching a remote, anonymous readership and deal with the problematic status of their pedagogical publications as commodities. These difficulties forced writers to employ sophisticated rhetorical strategies in order to facilitate instruction and privilege their educational ideals, resulting in a level of expressive activity in their writings which h

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Lawrie, Alexandra Patricia Duff. "Pedagogy, prejudice, and pleasure : extramural instruction in English literature, 1885-1910." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7727.

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This thesis considers the teaching of English literature within extramural organisations for adults in England between 1885 and 1910. This challenges the assumption that the beginnings of English as a tertiary-level academic subject can be traced back only as far as the foundation of the Oxford English School at the end of the nineteenth century; in fact extramural English courses had been flourishing for decades before this, and these reached their zenith in the final years before it was introduced at Oxbridge. Oxford created an Honours School of English in 1894, and the Cambridge English Tri

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Fox, Geoff. "Criticism, pedagogy, practice and facilitation in children's literature, drama and oral storytelling." Thesis, University of South Wales, 2004. https://pure.southwales.ac.uk/en/studentthesis/criticism-pedagogy-practice-and-facilitation-in-childrens-literature-drama-and-oral-storytelling(589c7811-b7f7-4d0f-86ec-11c6bebd4201).html.

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This submission for a PhD by Publication draws upon the writings of Geoff Fox over a period of more than 30 years. Fox worked initially as a secondary school teacher, including a formative period in the United States in the late 1960s. Although based at the Exeter University School of Education from 1970 until his retirement in 2000, he also worked extensively as an invited conference speaker, researcher, workshop leader, oral storyteller and drama director in the United Kingdom and abroad. His experience informs much of his writing. He published regularly throughout his time at Exeter on seve

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Kiess, Kolter. "Rhizomatic Resistance: A Pedagogy for Social Transformation." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1248147584.

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Thesis (M.A.)--Kent State University, 2009.<br>Title from PDF t.p. (viewed Mar. 26, 2010). Advisor: Masood Raja. Keywords: Rhizomatic; resistance; social transformation; pedagogy; radical; education; literature. Includes bibliographical references (p. 157-161).

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Potter, Ursula A. "Pedagogy and parenting in English drama, 1560-1610 flogging schoolmasters and cockering mothers /." Connect to full text, 2001. http://hdl.handle.net/2123/356.

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Thesis (Ph. D.)--University of Sydney, 2001.<br>Title from title screen (viewed Apr. 23, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of English, Faculty of Arts. Includes bibliography. Also available in print form.

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Hallberg, Simon. "Questioning the Process : A Qualitative Study Researching What Teachers Take Into Consideration When Selecting Literature for Their Students." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105932.

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ABSTRACT - The aim of this study was to examine which aspects teachers take into consideration when selecting literature for their students. To research this question, semi-structured interviews were conducted as a qualitative method. Three upper secondary school teachers from Southern Sweden participated in the study. All participants reported on the selection process they go through when selecting literature for their students. The interviews were then transcribed and thoroughly analyzed using Burnards thematic analysis method. The results were that teachers primarily consider curricular doc

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Yamany, Nisreen. "COUNTERING PREJUDICE TOWARD MUSLIM WOMEN THROUGH LITERATURE:An Evidence-Based Pedagogy Demonstrated with Two Novels." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1616689447896588.

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McAloon, Patrick Owen Robert. "The Evolution of Institutional Definitions of Advanced Skills in Chinese Language Pedagogy." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392908597.

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22

Härnborg, Ulrika, and Pernilla Moqvist. "Högläsning : Pedagogik eller tidsfördriv?" Thesis, University of Skövde, School of Humanities and Informatics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-2672.

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<p>Studien handlar om verksamma pedagogers syn på högläsning. Med högläsning avser vi när pedagogen läser högt ur en text, en bok eller ett läromedel. Bakgrunden till studien var att få reda på hur pedagogerna använder sig av högläsning i undervisningen då vi genom egna erfarenheter, från den verksamhetsförlagda utbildningen (VFU) under vår lärarutbildning, upplever den som tidsfördriv. Vi anser att man som pedagog ska kunna motivera alla val man gör gällande all undervisningstid. Vårt intresse för högläsning väcktes under en kurs som vi deltog i som behandlade hur barn lär sig läsa och skriva

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Hatmaker, Elizabeth A. Strickland Ron L. "Producing desire/desiring production reconfiguring creative writing pedagogy /." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3106757.

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Thesis (Ph. D.)--Illinois State University, 2003.<br>Title from title page screen, viewed October 17, 2005. Dissertation Committee: Ronald Strickland (chair), Janice Neuleib, Cecil S. Giscombe, Karen Coats. Includes bibliographical references (leaves 201-211) and abstract. Also available in print.

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Ada, Jessica. "Taproot Thinking| Exploring Third Spaces in Pedagogy, Educational Environments, and Literature by Diverse Women Authors." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118731.

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<p> Stories are a form of identification and connection for human beings—connection to each other, nature, animals, landscapes (both internal and external), and the spiritual world. Whether through oral storytelling, song, the use of art, or the formal writing of literature, stories create a third space, that in-between space, where voice, identity, and place can be discovered. Stories create that third space where women, nature, and those affected by patriarchy, colonization, oppression, discrimination, can find connection and discover a path to a voice and a place. This is an important

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Accetta, Randolph Alan. "Ideological intersections: Interrogating culture and pedagogy in telecourses that teach American literature and composition." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284096.

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In Ideological Intersections: The Cultural Work and Practical Implications of American Literature and Composition Telecourses, I draw on both my own experience developing, producing, and teaching two composition telecourses and an analysis of three nationally-produced and distributed telecourses in order to explain the benefits and disadvantages of using one-way, non-interactive telecourses to teach English studies courses. The Introduction locates the use of educational technologies within the current academic labor crisis in the Humanities. Chapter 1 situates the telecourse within the theore

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Lizon, Margareta. ""That Innsmouth Look" : A Study of First-Person Narration and the State of Uncertainty in "The Shadow over Innsmouth" by H. P. Lovecraft." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33383.

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The aim of the present essay has been to study how narration and focalisation generate the reader’s state of uncertainty in ”The Shadow over Innsmouth” by H. P. Lovecraft. It has been accomplished with the aid of Yvonne Leffler’s narratological analysis on horror fiction and, to some extent, Mieke Bal’s narratological theories. A pedagogical reflection has been provided before the analysis as to demonstrate how to teach narration and focalisation with the help of horror fiction. The analysis has four sections. The first section demonstrates how the narrative strategies used by Lovecraft in the

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Smith, Andrew McLane. "The purposes of Tubists Universal Brotherhood Association| Development, literature, performance, and pedagogy 1973-2012." Thesis, The University of North Carolina at Greensboro, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3568918.

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<p>The purpose of this project was to document the purposes of Tubists Universal Brotherhood Association, currently known as the International Tuba Euphonium Association, from 1973-2012, and to analyze the effectiveness of the organization in fulfilling the purposes found in its original mission statement. A short history of the organization, along with definitions of the parameters of the project is included. The primary print publication of the organization, the <i>Journal</i>, was examined for evidence of the organization's fulfillment of its mission statement. The original mission stateme

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Trimble, Celeste Leigh Helen, and Celeste Leigh Helen Trimble. "Entering into Particulars: Re-conceptualizing Adolescence through Young Adult Literature and Critical Narrative Pedagogy." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621019.

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This qualitative multiple case study explores the intersection of young adult literature and adolescent memory narratives in an undergraduate course entitled Learning about Adolescence through Literature within an action research framework. This dissertation is motivated by two research questions: (1) What influence might young adult literature and memory narratives of adolescence have on undergraduate students' understandings of the cultural construction of adolescence? (2) How does the text we read affect how we perceive our lived experiences, and, in turn, how does this interchange of story

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VandeZande, Zach. "(Some More) American Literature." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801908/.

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This short story collection consists of twenty short fictions and a novella. A preface precedes the collection addressing issues of craft, pedagogy, and the post Program Era literary landscape, with particular attention paid to the need for empathy as an active guiding principle in the writing of fiction.

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Blankenship, Angella Sorokina Getsi Lucia Cordell. "Voice beyond self a theory and pedagogy of polyphonic expression in writing /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924342.

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Thesis (Ph. D.)--Illinois State University, 1998.<br>Title from title page screen, viewed July 12, 2006. Dissertation Committee: Lucia C. Getsi (chair), James Elledge, William Woodson. Includes bibliographical references (leaves 196-200) and abstract. Also available in print.

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Shimkus, James H. "Teaching Speculative Fiction in College: A Pedagogy for Making English Studies Relevant." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/english_diss/95.

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ABSTRACT Speculative fiction (science fiction, fantasy, and horror) has steadily gained popularity both in culture and as a subject for study in college. While many helpful resources on teaching a particular genre or teaching particular texts within a genre exist, college teachers who have not previously taught science fiction, fantasy, or horror will benefit from a broader pedagogical overview of speculative fiction, and that is what this resource provides. Teachers who have previously taught speculative fiction may also benefit from the selection of alternative texts presented here. This res

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Morin, Åsa. ""You can’t play with us" Intervention strategies to prevent and reduce bullying in preschools : A systematic literature review." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35742.

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Bullying is a quite common problem. “You can’t play with us” or “we can only be two in this game” are examples on how bullying can present itself in a preschool environment. Bullying in preschools is a fairly new research field and the majority of the research done around interventions related to bullying is done on children over the age of six. Therefore the aim with this study was to identify interventions that are used or recommended in preschools to support children in need of special support in relation to bullying. Ten articles were identified through a systematic literature review. The

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Da, Silva Claudionor Renato. "Johan Huizinga and the concept of playfulness: contribution of Philosophy to Mathematics children’s literature." Pontificia Universidad Católica del Perú, 2018. http://repositorio.pucp.edu.pe/index/handle/123456789/123970.

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Homo Ludens, a work written by Johan Huizinga is another alternative for the conceptualization and use of the term ludic in mathematical education, with a significant contribution to the pedagogical practice involving children’s mathematical literature or children’s literature with mathematical content, replacing the recurrent use of the terms »play» and »playful» from the field of educational psychology. From the bibliographic method, the study allowed three general conclusions: the first is the presence of philosophy in mathematics education with the use of children’s literature; the second,

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Rankin, Cherie L. Breu Christopher. "Working it through women's working-class literature, the working woman's body, and working-class pedagogy /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417799101&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1205258868&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.<br>Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Christopher D. Breu (chair), Cynthia A. Huff, Amy E. Robillard. Includes bibliographical references (leaves 262-273) and abstract. Also available in print.

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Ballinger, Susan Gail. "Towards a cross-linguistic pedagogy: biliteracy and reciprocal learning strategies in French immersion." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114147.

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This dissertation is based on a 7-week classroom intervention in two French immersion classes (Grades 3and 3/4) in two schools that enroll both English- and French-dominant students near Montreal, Quebec. The intervention aimed to bridge the students' first and second languages (L2) through a 'biliteracy' project that linked English and French language arts content and through the instruction of reciprocal language learning strategies designed to help students make language-learning connections with other students.For the biliteracy project, students' English and French teachers read to them f

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Corbellini, Francieli. "Subjetivação docente : do atravessamento da literatura nos cursos de pedagogia." Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7141.

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Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-08-07T12:15:35Z No. of bitstreams: 1 Francieli Corbellinii_.pdf: 3191512 bytes, checksum: 9e8de461de6a3e99aa4f51dff655ba50 (MD5)<br>Made available in DSpace on 2018-08-07T12:15:35Z (GMT). No. of bitstreams: 1 Francieli Corbellinii_.pdf: 3191512 bytes, checksum: 9e8de461de6a3e99aa4f51dff655ba50 (MD5) Previous issue date: 2018-03-27<br>CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>No decorrer da história do curso superior de Pedagogia no Brasil, muitos foram os usos feitos da literatura atravessados por di

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Eda, Sanae. "A Synthesis of Memory Theories and Pedagogy: Teaching Pronunciation in Japanese as a Foreign Language." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392137535.

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WARNER, DOUGLAS G. "CURRENT TRENDS IN ALTO TROMBONE PEDAGOGY IN THE UNITED STATES." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1122915794.

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Kifle, Yimer. "Stylistics, pedagogy and Ethiopian writing in English : an activity-based approach to teaching literature in EFL." Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.256558.

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Tan, Czander LOPEZ. "Poetry as a Pedagogy of Touch." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/77688.

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With evidence ranging from visual representations by scanning tunneling microscopes to the fluid and dynamic language of poetry, my research shows that we are shifting from a culture primarily based on ‘sight’ to one that is involved with ‘touch,’ metaphorically and literally speaking. Recent developments in theory and technology, especially quantum physics and post-structuralism, have redefined representation to encompass the necessary reflex of the representer. To be sure, my research has also found feminist and postcolonial criticisms to echo this theory: both have sought to challenge repre

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Cal, Anita Marie. "Innovative Pedagogy| What Are the Best Practices of Professors in STEM, Leadership, or Professional Programs Who Integrate Literature?" Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10634606.

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<p> This phenomenological study examines innovative pedagogy and the integration of literature by professors in STEM, leadership, and professional programs to foster leadership. The study probes university professors’ personal experiences integrating literature, focusing on pedagogical strategies and practices. Many studies exist on the use of literature to develop empathy, analytical, or critical thinking in higher education. However, there is virtually no published research on the integration of literature in STEM, leadership, and professional programs to foster leadership skills. Exis

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Weiss, Samantha B. "Teaching Tolerance: Using Syrian Refugee Literature in Secondary English Classrooms." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu154238596399835.

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Olive, Sarah Elizabeth. "Shakespeare valued : policy, pedagogy and practice in English education, 1989-2009." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/2905/.

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This thesis examines the value of Shakespeare in the domains of policy, pedagogy and practice in English education from 1989 to 2009. Rather than seeking to evaluate his worth, it focuses, in particular, on the processes, institutions and discourses through which his value is constructed. The early chapters establish a lack of existing, critical, interdisciplinary research into Shakespeare in education; offer an overview of the historic context leading up to the playwright’s establishment in the National Curriculum for English as its only compulsory author; and review his place in the educatio

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Navickas, Kathryn E. "Feminism and composition a pedagogy for first year composition /." Diss., Online access via UMI:, 2009.

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Lin, Wen-Yun. "Development of whole language as pedagogy for Chinese teachers." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284267.

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The present dissertation is a synthesis of whole language education guided by an action research perspective with the main purpose of developing a series of articles to introduce whole language to Chinese teachers. It falls into two parts: the first part provides the background information about language and education in Taiwan, and the second part is a whole language program for Chinese teachers. Part I discusses the purpose and research questions of this dissertation with an emphasis on current issues of educational reform in Taiwan. Part II is designed to be a resource book of whole languag

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Valverde, Carlos Roberto. "Toward a Pedagogy of Compassion: Extracting Principles of Education from Teaching a High School Multicultural Literature Class." Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/271.

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Based on the assumption by Cochran-Smith and Lytle (1993), educational scholars need insight on the “particulars” of what works for classroom teachers within the context of their own classrooms. This dissertation is a self-study that addresses my work as a high school Multicultural Literature teacher and the impact of how my own philosophical/theoretical belief system resulted in significant transformative learning experiences for students as demonstrated in their feedback. Using intercultural competence, value-creation pedagogy, and compassion as theoretical frameworks that encourage greater

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McGarrity, Matthew. "The public speaking public an analysis of a rhetoric of public speaking pedagogy /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3178427.

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Thesis (Ph.D.)--Indiana University, Dept. of Communication and Culture, 2005.<br>Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2200. Chair: Patricia Hayes Andrews. "Title from dissertation home page (viewed Nov. 27, 2006)."

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Colabucci, Lesley. "Reading and responding to multicultural children's literature with preservice teachers a qualitative study of pedagogy and student perspectives /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1092338037.

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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 257 p. Includes bibliographical references (p. 238-257). Available online via OhioLINK's ETD Center

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Payne, Tofte Elizabeth. "A multi-method examination of landscape studio problem-solving pedagogy as scholarly work on teaching and learning literature." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/21694.

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This study examined how the landscape studio has supported scholarly problem-solving pedagogy. Examination was limited to studio-educators’ published pedagogical research on problem-solving topics and on landscape architecture students’ preferences for solving studio-based problems. A unique multi-method research approach was used to assess the scholarly rigor and breadth of 467 academic articles published between 1997 and 2008 in Landscape Journal, Landscape Research, and Landscape Review. Scholarly rigor was assessed using Boyer’s model of scholarship, Cross and Steadman’s multiple scholarsh

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Bland, Britni Cheyenne. "The Bass Clarinetist’s Pedagogical Guide to Excerpts From the Wind Band Literature." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804824/.

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Student clarinet performers often encounter bass clarinet for the first time in a high school or university wind ensemble, so it is logical for clarinet pedagogues to encourage and assist their students in learning this wind band literature. In addition to becoming familiar with this oft performed repertoire, students will develop a set of specialized bass clarinet skills that one cannot learn on soprano clarinet. These skills include increased air capacity and support, timbre consistency in differing registers, intonation tendencies of the lower instrument, voicing flexibility, right hand thu

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