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Chavez, Elisabeth [Verfasser]. "Reading Beyond the Diaspora : A Responsible Reading of Recent North American Fiction Outside the Ethnicity Frame / Elisabeth Chavez." Berlin : Freie Universität Berlin, 2021. http://d-nb.info/1229917292/34.
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Harriman, Lucas H. "Betrayals, Secrets, and Lies: Unfaithful Reading in Modernist Undecidability." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/384.
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This dissertation presents an argument for the ethical value of a reader's inability to fully comprehend works by Jorge Luis Borges, G.K. Chesterton, William Faulkner, and Brian O'Nolan (aka Flann O'Brien). Such texts demand creative engagement by the reader which could be described as a necessary betrayal of the text. Viewed in the context of the so-called "ethical turn" in literary theory, the revaluation of infidelity accomplished by such unfaithful reading can foster a greater openness toward the unknown, and ultimately unknowable, other. Similarly, by juxtaposing the work of Faulkner, a canonical modernist writer, with more nontraditional writers such as Chesterton and O'Nolan, I mean to betray the sort of limitations created by employing such categorical terms as "modernism" itself. In an introductory chapter, I use the work of ethical theorist Emmanuel Levinas, as well as the socio-political theory of Zygmunt Bauman and Ernesto Laclau, to develop a theoretical framework for the project, taking some examples from the writings of Borges. My chapter on Chesterton presents "The Man Who Was Thursday" as a site of multiple betrayals which can awaken the reader to the instability of any fixed notion of identity. I conclude the chapter with a specific show of infidelity in the 1924 Russian adaptation of Chesterton's novel for the Kamerny theater in Moscow, an intentional "misreading" that reveals aspects of the work glossed over by years of more ostensibly faithful interpretations. My third chapter features a sustained reflection on the ethics of reading Faulkner's "As I Lay Dying," a work which stubbornly "keeps its secret," to use Derrida's phrasing. Since any reading of this story must be, on a certain level, a betrayal, I discuss the possibilities opened up by resisting the tendency to fix the meaning of such an undecidable work. In my final chapter, I consider the work of O'Nolan as a testimony to the constitutive power of betrayal. In his deconstruction of authorial presence, his Judas-like betrayal of James Joyce, and his provocative 1943 "translation" onto the Dublin stage of the Capek brothers' "Insect Play," O'Nolan is always unfaithful to his object; however, the revaluation of infidelity posited by this dissertation suggests that his traitorous stance could paradoxically do more justice to the objects of his focus than would a more ostensibly faithful approach.
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Coles, Karin. "Dwelling with the gift, teaching and responsive reading." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ49560.pdf.
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Oif, Alana. "A Culturally Responsive Reading Intervention for African American Students At Risk for Reading Failure." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu149211825867405.
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Ghouse, Naseem F. "A Qualitative Analysis of a Dynamic Word Study Implementation and Responsive Next Steps." Thesis, Aurora University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10928135.
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This qualitative case study relates to the area of word study. The research examines how specific strategies support academic progress when students are stunted at one orthographic stage on the language continuum. Teachers and reading specialists who support language development for students in first through third grades were interviewed as sources of information for this study. The results of this study yielded nine key findings to guide teachers in their instruction of word study. The teachers observed utilized a student-centered hands-on approach for teaching spelling as opposed to a memorization-based traditional approach. They strengthened word knowledge through an approach that focuses on active engagement and small group instruction word study. In addition, these findings reinforce life skills in teachers and their students. Aligned with transformative learning theory, these results emphasize a focus on self-reflection and a transformation of ideas for teachers. These results also develop the mindset of students as active participants in the learning process. The findings of the research are significant because they are transferable to other content areas as well.
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Underwood, Phyllis Swann. "Effects of culturally-responsive teaching practices on first grade students' reading comprehension and vocabulary gains." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-05082009-020111/.
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Thesis (Ph. D.)--Florida State University, 2009.Advisors: Barbara C. Palmer, Carol McDonald Connor, Florida State University, College of Education, School of Teacher Education. Title and description from dissertation home page (viewed on Oct.15, 2009). Document formatted into pages; contains x, 149 pages. Includes bibliographical references.
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Batz, Herrera Silvia. "Effects of ePALS on Latino/Hispanic mother-child interactions and shared book reading." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20695.
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The study examined Latino/Hispanic mother-child interactions and shared book reading behaviors before and after participation in a random-assignment Spanish web-based responsive parenting intervention called Play and Learning Strategies (ePALS), as compared with a Spanish web-based developmental assessment intervention (DAS). The efficacy of PALS was previously demonstrated for improving mother and child behaviors within play contexts, everyday activities, and standardized measures of child language. We did not observe statistical changes in mother-child interactions as measured by the Bilingual Child-Mother Coder Impression; but changes were observed in shared reading interactions as measured by the Adult-Child Interactive Reading Inventory. Mothers enrolled in ePALS slightly increased some reading interactive behaviors, while mothers enrolled in DAS decreased on the use of interactive reading skills. Children enrolled in ePALS significantly increased in their use of interactive reading behaviors, while children’s interactive reading skills in the DAS conditions decreased. These results add to the dual language learners’ literature base, but also add to the supporting importance of targeting responsive behaviors in everyday activities such as shared-reading to facilitate children’s development. Limitations and future directions are discussed.
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Fite, Nathan M. "Increasing Content Accessibility: An Evaluation of the Support Demands of ELLs in the Comprehension of Informational Texts." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511864076572502.
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Flint, Tori K. "Responsive Play: Exploring Play as Reader Response in a First Grade Classroom." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612808.
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Play in the school setting is a highly contested issue in today's restrictive academic environment. Although many early childhood educators advocate the use of play in their classrooms and emphasize the importance of play for children's learning and development, children beyond the preschool and kindergarten years are not often afforded opportunities to learn through play in their classrooms. This eight-month study, conducted in a first grade classroom in the outskirts of the Phoenix Metropolitan area of Arizona, analyzed young children's playful responses to literature as they read various books together in the classroom context. The purpose of this study was to develop deep understandings about the affordances of play in response to text within a first grade classroom and to investigate the ways that children utilize play to respond to literature and to construct meaning. This dissertation is informed by these guiding research questions: What are the affordances of play for responding to text in a first grade classroom? 1. What are the sociocultural resources that children use to respond to text? 2. In what ways do first graders incorporate and utilize play to make meaning with texts and each other in the classroom? In order to answer these research questions, I utilized several theoretical frameworks including: sociocultural theories of learning and literacy, the role of play and imagination in development, funds of knowledge, and reader response theories. This study was also informed by recent research findings in the areas of play and culture and play and literacy. I implemented a classroom Reading Center wherein I studied children's cooperative reading transactions and play as reader response. I collected data through classroom observations and field notes, videotaped and transcribed transactions, audiotaped and transcribed conversations and interviews, artifact collection, teacher observations of responsive play, family home visits and interviews, and the use of family story backpacks. This data, analyzed through thematic analysis, the constant comparative method, and grounded theory, revealed rich information about the ways that children utilize play to respond to literature in the classroom setting. The findings of this study provide evidence to suggest that through their play as reader response, their responsive play, children create a social space in the classroom which connects official school literacy practices and academic instruction with their social play practices. In this new space, children's play and talk take central roles in their explorations and uses of literacy. Findings further suggest that play can be seen as a generative source of academic learning, that the notion of response in research and practice be reconceived in the field to include play as a valid and valued form of reader response, and suggest that further research be conducted on children's responsive play.
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Olukolu, Rona M. "The Relationship of Culturally Responsive Instruction and the Reading Comprehension and Attitude of Struggling Urban Adolescent Readers." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/910.
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Culturally responsive instruction refers to the identification of relevant cultural aspects of students’ lives and infusion of these into the curriculum. This instructional approach assumes that a culturally appropriate curriculum can potentially motivate, engage, and lead students to higher rates of achievement.
This quasi-experimental study (N=44) investigated the relationship of culturally responsive instruction and the reading comprehension and attitude of struggling urban adolescent readers. The study incorporated the use of culturally responsive instruction using culturally relevant literature (CRL), the Bluford Series Novels, as authentic texts of instruction. Participants were seventh grade reading students at a Title I middle school in South Florida.
After a baseline period, two different classes were taught for 8 weeks using different methods. One class formed the experimental group (n=22) and the other class formed the comparison group (n=22). The CRI curriculum for the experimental group embraced the socio-cultural perspective through the use of small discussion groups in which students read and constructed meaning with peers through interaction with the Bluford Series Novels; gave written responses to multiple strategies according to SCRAP – Summarize, Connect, Reflect, Ask Questions, Predict; responded to literal and inferential questions, while at the same time validating their responses through evidence from the text. The Read XL (basal reader) curriculum of the comparison group utilized a traditional form of instruction which incorporated the reading of passages followed by responses to comprehension questions, and teacher-led whole group discussion.
The main sources of data were collected from the Gates-MacGinitie Reading Tests, the Florida Assessments for Instruction in Reading (FAIR), and the Rhody Secondary Reading Attitude Assessment. Statistical analyses were performed using Repeated Measures ANOVAs.
Findings from the study revealed that the experimental participants’ reading attitudes and FAIR comprehension scores increased when compared to the comparison group. Overall, the results from the study revealed that culturally responsive instruction can potentially foster reading comprehension and a more positive attitude towards reading. However, a replication of this study in other settings with a larger, more randomized sample size and a greater ethnic variation is needed in order to make full generalizations.
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Robertson, Kandace Cheryee. "Native American Parent Perceptions of their Children's Success in Reading and Mathematics." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7836.
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The focus of this study was on how to help narrow the achievement gap between Native American students and their non-Native peers in an urban Oklahoma school district. A qualitative case study approach was used to answer the questions of how parents of Native American students perceive their children's academic success in reading and mathematics in Grade 1- Grade 12 and why they believe their children have consistently (or historically) performed below district, state, and national expectations in these subjects in an attempt to better understand the achievement gap. Progress reports, institutional reports, and standards-based test scores were indicative of the widening achievement gap between Native American students and their non-Native peers. Bourdieu's cultural capital theory supported by Epstein's model of parental involvement were used as the conceptual framework for this study. Six parents of Native American students in Grade 1– Grade 12 were selected as participants and were interviewed using open-ended, semistructured questions to gain insight and help to answer the research questions. The coding of collected data, an analysis of emergent themes and triangulation, peer debriefing, and member checks were all utilized as analytical procedures to ensure accuracy and credibility. Results from the study revealed that parents of Native American students perceive their students' academic success as a struggle and identify parental involvement, curriculum relatability, class size and communication among some of the barriers to their students' success. Implications for positive social change for this study included the potential to inform more effective teaching strategies for teachers who teach Native American students, inform their curriculum development, and foster the empowerment of Native American families.
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King, Lewis Gloria Denise. "Teachers' Expectations and Reading Achievement of African American Middle School Students." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/150.
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A local and national concern in education is the persistent achievement gap between African American and Caucasian middle school students. Despite numerous reforms, the gap continues to show African American middle school students performing lower in reading. The purpose of this mixed methods study, framed in the theoretical perspective of Culturally Responsive Pedagogy, was to examine teachers' expectations and the relationship between those expectations and the educational outcomes of African American middle school children. Data were collected to identify pedagogical practices, examine teacher expectations, and determine the relationship between those expectations and student Criterion Referenced Competency Test (CRCT) scores. Nineteen middle school teachers volunteered to take the Regalla Adaptive Teachers' Expectation Survey, which quantified teachers' expectations for student achievement using items rated on a 5-point Likert scale (5 = strongly agree with high expectation statement). Pedagogy was examined through 12 classroom observations and archival data provided CRCT scores for 650 African American students. Based on survey results, the mean score for teacher expectations was 4.47 out of 5.00. Observations established that 8 out of 12 teachers were rated proficient in terms of instructional plans. Correlation analysis determined a significant and direct relationship between teachers' expectation scores and middle school students' scores on the CRCT (p < .05). The results highlight the importance of teacher expectations for student achievement. The implications for social change include using the findings at the local site to communicate to teachers the importance of having high expectations for all students to improve the achievement levels of all middle school students and close the achievement gap.
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Wong, Wing-yee, and 黃詠宜. "Understanding language teacher's culturally responsive teaching self-efficacy and its enhancement through learning study in Chinese reading with young Chinese language learners." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206756.
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This dissertation consists of two studies which addressed the issue of teaching young
Chinese Language Learners (CLLs) to learn Chinese and their language teacher’s culturally responsive teaching self-efficacy. Young CLLs in Hong Kong mainly came from ethnic minorities of South Asia, the differences between language systems and complicated home languages imposed challenges on their Chinese learning. Frontline Chinese language teachers often encounter difficulties in teaching due to inadequate training about the learning needs of young CLLs and effective pedagogies. Teacher’s self-efficacy has a significant impact on students’ academic performance and engagement of students from diverse background. In order to facilitate both learning and teaching of Chinese as a second language (L2), this study explored teacher’s culturally responsive teaching self-efficacy (CRTSE) through a mixed methods research.
Study I addressed this issue by developing and validating the Chinese Culturally Responsive Teaching Self-Efficacy (CRTSE) Scale for the language teachers teaching Chinese as a L2 in Hong Kong. A total number of 128 Chinese language teachers were recruited for the validation of scale. Through the Exploratory Factor Analysis, a 5-factor solution with Varimax Rotation was adopted with consent by the expert panel. The 5-factor structure of the scale included Teaching to accommodate diversity, Awareness of cultural difference, Development of positive and trusting relationship, Communication with parents and School-based curriculum development. The study will shed light on the in-depth investigation on teacher’s enhancement of CRTSE in Study II. Quantitative analysis on scores obtained from 166 Chinese language teachers revealed the current phenomenon faced by frontline teachers in Hong Kong. As captured by the scale, teachers scored the lowest on Factor 2, Awareness of cultural difference (Mean= 48.98; S.D.=18.87), and the highest on Factor 3, Development of positive and trusting relationship (Mean= 68.90; S.D.=11.90). The mean of total score among participants in the study (Mean=63.78; S.D.=11.69) was found to be lower than that obtained in Siwatu’s study (Mean=84.05; S.D.=8.55) in 2007.
In Study II, teacher’s development and enhancement on the CRTSE were explored through Learning Study which is a classroom-based research using the phenomenographic approach and the Variation Theory. Measured by the Chinese CRTSE Scale and the Structured Test, both teachers and young CLLs showed improvement on their teaching and learning after the Learning Study. Qualitative analysis revealed how Variation Theory facilitated teacher’s development of effective pedagogies with variations in language and culture. The mastery and vicarious experience facilitated teacher’s development of awareness and accommodation of teaching towards cultural diversity. The collaborative nature of Learning Study also fostered teacher’s self-reflection and assimilation of cultural diversity into the school-based curriculum. How teacher’s development of awareness, accommodation and assimilation towards cultural diversity nurtured through the two years made contribution to their development of cultural responsiveness were examined.
This study is a pioneering research on the enhancement of teacher’s CRTSE through Learning Study. Learning Study is proven a powerful intervention enhancing both learning and teaching of Chinese as a L2. This professional development model could make an impact on culturally diverse classrooms.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Bassette, LaTasha Price. "Characteristics of Effective Reading Language Arts Teachers in Closing the Achievement Gap." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3221.
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This study examined an urban school district in the southern United States that continued to experience student achievement gaps despite the implementation of initiatives as the African American Success Initiative. The school leadership needed a deeper understanding regarding what strategies were successful with closing the achievement gap. Using Gay's theory of cultural responsive pedagogy, the purpose of this study was to identify inward attributes, outward strategies, and professional development perceptions of teachers with no achievement gap among ethnically diverse students. Employing an instrumental case study design, 8 middle school reading teachers who closed the reading achievement gap were interviewed; these narratives were supplemented with classroom observations and archival data of district-administered students' surveys for the teachers, professional development plans, and teacher lesson plans. Data were analyzed using comparative and inductive analysis and were thematically coded. Findings indicated that teachers who closed the achievement gap shared culturally responsive characteristics and behaviors, including a caring attitude, high expectations, content relevance, and a belief that their existing Professional Development (PD) was not specific to the needs of teachers working in high-minority, low-socioeconomic urban school environments. A 3-day PD was designed to produce positive social change by reframing the beliefs, responses, and approaches to teaching minority students, allowing teachers to develop stronger teacher-student relationships, tolerance, and strategies, to ultimately increase student motivation and achievement.
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Toppel, Kathryn Elizabeth. "The Call for Cultural Responsiveness: Teachers' Perceptions about the Interplay Between Culturally Responsive Instruction and Scripted Curricula." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1002.
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The increased focus on the implementation of scientifically research-based instruction as an outcome of No Child Left Behind ("Understanding NCLB," 2007) has resulted in the widespread use of scripted reading curricula (Dewitz, Leahy, Jones, and Sullivan, 2010), which typically represents Eurocentric and middle class forms of discourse, knowledge, language, culture, and historical interpretations as academic knowledge (Howard, 2010; Delpit, 2012). In an era where the number of culturally and linguistically diverse students is increasing rapidly (Ginsberg, 2007), it is essential to consider that educational practices relying entirely on prefabricated content may require modification because, as recognized in the funds of knowledge theoretical framework (Veléz-Ibañez, 1988), all students bring a wealth of knowledge to the classroom that should be acknowledged, respected, valued and incorporated into instruction (Gonzalez, Moll, & Amanti, 2005). However, even if teachers are granted the time and permission to modify scripted content in order to build bridges between the prescribed lessons and students' lived experiences, doing so is not easily accomplished when the lives of educators are disconnected from their students (Baeder, 2010).
This study investigated the behaviors and ideas teachers have developed as ways to connect with their culturally and linguistically diverse students and their families. Additionally, the study explored how teachers who implement scripted curricula describe the experience of creating culturally responsive lessons intended to specifically connect with their culturally and linguistically diverse students and to connect with students' funds of knowledge.
This multiple case study describes how five teachers who implement scripted curricula reported their experiences of creating culturally responsive lessons for particular focal students. Findings are presented in individual case narratives followed by a cross-case synthesis. Findings suggest that teachers were able to carry out culturally responsive instructional practices while implementing scripted curricula; however, participants' CARE lessons did not represent Gay's (2010) ethnic and cultural diversity in curriculum content component of culturally responsive instruction. Additionally, findings indicate that building relationships with culturally and linguistically diverse students was key to adjusting instruction to suit their learning styles. The implications of these findings are discussed in recommendations for in-service teacher professional development and future research.
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Anthony-Stevens, Vanessa Erin. "Indigenous Students, Families and Educators Negotiating School Choice and Educational Opportunity: A Critical Ethnographic Case Study of Enduring Struggle and Educational Survivance in a Southwest Charter School." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293532.
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This critical ethnography focuses on the practice of an Indigenous-serving charter school in Arizona and how it created space to practice culturally responsive schooling for Indigenous youth in an era of school accountability and standardizing educational reforms. Urban Native Middle School (pseudonym) opened for four years before being closed under tremendous state pressure from high-stakes testing accountability measurements. This study uses data spanning two periods of data collection: archived data collected at the time of the school's operation, and follow-up data tracking educators', parents' and students' experiences after the school's closure. Careful examination of student, educator, and parent narratives about the school during its years in operation illuminate how adults and youth co-authored a unique reterritorializing both/and discourse, building a school community of practice around connections to mainstream standardized knowledge and local Indigenous knowledges. The transformational potential of the schools both/and approach offered students access to strength-based both/and identities. The second phase of the study, which followed educators', parents', and students' into new school environments, illuminates practices of educational negotiation on the part of participants within geographies of limited educational opportunity for Native youth, both urban and rural. With four years of data collection, this study expands understanding of how Indigenous families choose among available educational environments in landscapes of limited school options and policy labels which fail to address the on-the-ground realities of schooling in Indigenous communities. For the Indigenous educators and families in this study, navigating school choice in an era of high-stakes testing reflects an enduring struggle of American Indian education with educational policy. This study's findings suggest that the transformative potential of both/and schooling has positive and wide reaching implications on the school experience of Native youth, and further illuminates the persevering practices of Indigenous educational survivance in seeking access to more equitable, culturally sustaining educational experiences. With implications for practice and policy, this anthropologic case study of an Indigenous-serving charter school considers the powerful impacts of human relationships on student learning and critiques the injustice perpetuated by snapshot accountability measurements which deny students' spaces for cultivating bridges to access imagined futures.
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Carvalho, Arli Pires de. "Investigando a reconstrução do estilo de ação do professor em eventos de leitura." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/13669.
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The main objective of this research is to investigate the actions of the teacher researcherin situations of interaction with a group of boys, in literacy events, as well as analyze and discuss how students and also teachers construct meanings and develop argumentation skills, reflection, collective reasoning, using the technique of Group Think-Aloud (GTA) (ZANOTTO, in press) or Verbal Protocol. In this sense, I seek grants for working with teachers in a group coordinated by me in a state school.The technique of GTA is inserted in Applied Linguistics Area. It is researched in Brazil by GEIM Study Group of Indeterminacy and Metaphor (ZANOTTO, 1995, 1998, 2008; ZANOTTO and PALMA, 2008, 2013), under the coordination of ZANOTTO and allowed the generation of research data in five experiences of reading, which were recorded, transcribed and analyzed in order to observe how students and teacher researcher constructed meanings during reading activity. In this sense, the focus is on the following research questions: (1) Howpractice of reading PAG may contribute about development of students asprotagonists of the read act? (2) How, from the analysis and discussion of the teacher researcher actions in literacy events PAG, is it possible to build a new discourse to interact with the students?The results showed ushow the interaction between teacher and students occurred;also showed how participants reasoned, constructed arguments, inferences, understanding, and how the teacher researcher orchestrated the voices of students through the literacy GTApractices, which enabled the group to respect the subjectivity of each participant, giving them voice. The analysis of theteacher researcher actions showed us the need to change from the traditional approach in the classroom, as well as mediating actions of reading as social and cultural practicesfrom the perspective of Group Think-Aloud
Esta pesquisa tem como objetivo geral investigar as ações da professora pesquisadora, em situações de interação com um grupo de meninos, num evento de letramento, assim como analisar e discutir como alunos e, também, professores constróem sentidos e desenvolvem capacidades de argumentação, reflexão, raciocínio coletivo, por meio da técnica do Pensar Alto em Grupo (PAG) (ZANOTTO, prelo) ou Protocolo Verbal, como também é chamada. Nessa direção, busco subsídios para a formação do grupo de professores sob minha coordenação em uma escola pública. A técnica do PAG está inserida na Linguística Aplicada, é pesquisada, no Brasil, pelo grupo GEIM, Grupo de Estudos da Indeterminação e da Metáfora(ZANOTTO,1998, 2008; ZANOTTO e PALMA, 1998, 2013),sob a coordenação de ZANOTTO, e possibilitou a geração dos dados de pesquisa em cinco vivências de leitura, denominadas vivências do PAG, que foramgravadas, transcritas e analisadas com a finalidade de observar como alunos e professora pesquisadora construíram sentidos durante a atividade de leitura. Nessa direção, o foco recai nas seguintes perguntas de pesquisa: (1) Como a prática de leitura do PAG pode contribuir para a formação do aluno como protagonista do ato de ler? (2) Como, partir da análise e discussão das ações da professsora pesquisadora em eventos de letramento do PAG, é possível construir um novo discurso para interagir com o aluno? Os resultados da análise dos dados revelaram como ocorreu a interação entre professora pesquisadora e alunos, além demostrarem como os participantes de pesquisa raciocinaram, como construíram argumentação, inferências, compreensão e, também, como a professora pesquisadora orquestrou as vozes dos alunospor meio da prática de letramento defendida pelo Pensar Alto em Grupo, que possibilitouao grupo respeitar a subjetividade de cada participante, dando-lhes voz. A análise das ações da professora pesquisadora mostraram a necessidade de mudança com relação à abordagem tradicional, em sala de aula, assim como a de atuar mediando leitura como prática social e cultural na perspectiva do Pensar Alto em Grupo
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SHU-CHUAN, WANG, and 王淑娟. "Curriculum Evaluation on Classical Reading Program—Application of Stake’s Responsive Evaluation." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/52119348533840019297.
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碩士國立臺北教育大學
課程與教學研究所
98
The main purpose of this study is to use Stake’s responsive evaluation to investigate whether “classical reading program” can overcome the difficulties of teaching reading in the past, and turn to a more efficient reading program which meets subject elementary school’s needs. The investigation focused on applying the procedures of responsive evaluation to the background, implementation process, and implementation results in the complicated context of program, and put emphasis on the evaluations on issues related to the needs and concern of the interested parties. Research methods included interviews, observations, documentary analysis, and questionnaire survey. The data were used to describe the program and propose an evaluation report. According to the results, the conclusions are as follows: 1. The intention of “classical reading” program is consistent with its curriculum objective and its curriculum contents conforms to current social and educational status. 2. The curriculum contents of “classical reading” program are mainly the reading materials for extending the field of language learning. The implementation of “student reading passport” and the program focused on the booklists of passport are concrete strategies for implementing curriculum objectives. 3. The design of curriculum of “classical reading” program consists both longitudinal and cross-sectional integration. 4. The “vivid and diversified” teaching reading can inspire students’ reading interest, and students’ learning outcomes are understood through performance assessment. 5. Students liked reading lessons, suggesting that reading lessons can improve students’ sense of meaningful learning and enhance their willingness of reading. 6. The curriculum of the program can expand students’ reading vision, enrich their reading experiences, and improve their expressive language ability. 7. The success of “classical reading” program relies on the administrative support and the support of teachers and parents. According to the conclusion, this paper proposes several suggestions for the professional status as judges of teaching reading, future curriculum evaluation, and teachers.
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Cho, Min-Hui, and 卓敏惠. "The Responsive Evaluation of Reading Keystone Plan: Three Elementary Schools in Taichung." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/gcjm55.
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碩士南華大學
國際事務與企業學系公共政策研究碩士班
104
Since 2001, the Ministry of Education to promote the three-year "National Children's Reading Plan", to 2015, the present day , the Ministry of Education in order to initiate the 12-year compulsory education, and continue to promote the reading of education "to enhance the implementation of the National Primary and Secondary Education students to read Plan", the Government enthusiastically promote reading education for more than ten years old, and prasies a lot of the Reading Keystone Schools which get the certificate of merit. . This study is mainly in response to Qualitative Research Methods of policy evaluation purposes, from Dunn presented four evaluation indexes, such as " adequacy ", " equity ", "Effectiveness" and "responsiveness", explores the contents, purposes, objectives, the processes of the promote, strategies and performances of the Reading Keystone, through the Documentary Analysis, In-Depth Interviewing and arranges the theory about the Responsive Evaluation, interviewes the involved parties feelinges of the applicants, executors and beneficiaries. Finally, arranges and analyzes the consequences for the statements of aggregated inductions, in order to provide the references of the future policy amendments or implementations. The recommendations of this policy study are: 1.Recommended that changes it into organizely praise the Reading Keystone Schools. Pirorly communicate with the teachers who teaching at the first line, becomes the Formative Evaluation, advancely raise money to plan, promote, supervise implementation of the outcomes. 2.Recommended that there are medium and long-term goals of the Reading Plan. Do not quickly flip and change because of personal or political reasons. Therefore, the plan can reassure others, and will deeply promote. 3.Recommended that do not become a mere formality or only as the evaluation purposes. We hope to have innovative, creative approaches, to imporve students’ reading habits and interests. 4.Recommended that the school which getting the reward of the Reading Keystone or the Reading Promoters organized the talks of experience-sharing. So that successful experiences can be replicated to schools, and be expaned the popularity of reading education. 5.Recommended that increase the award-winning schools, or encourage the progress of the schools which took part in the plan. Therefore, there is a positive affirmation for the school which promote reading and willing to participate in the selection. 6.Recommended that organized the workshop to enhance the knowledge and ability to read. For example, energization courses and reading workshops, so that the first line of teachers can learn how to promote reading, and be more willing to push reading plan.
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Hui, Hung Ching, and 黃靜惠. "Cultural Responsive Teaching and Elementary School Reading and Writing Curriculum Design in Chang-Le Elementary School, Pingtung County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/xz6w3c.
Full textAbstract:
碩士國立臺東大學
進修部語文教育碩學位在職專(暑)
97
I, the research conductor, have taught in Chang-Le Primary School which is located in Man-Zhou Township, Ping-Tung County, Taiwan since August 2007. I have been working in this aboriginal school for more than one year. I have, personally, seen the students here struggling with their school work. I, as their teacher, can
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Mathews, Ned Lee 1934. "Toward reestablishing a Christian worldview in a postmodern age." Thesis, 2000. http://hdl.handle.net/10500/18165.
Full textAbstract:
This work is comprised of an Introduction and two Parts. Part One treats, by way of
historical review and evaluation, the disestablishment of the Christian worldview in a postmodern
age. Part Two proposes the means by whichthe Christian worldview might be reestablished. The
reestablishment includes the use of some of the benefits of postmodernism by Christians as well as
a return to the responsible reading of texts, especially the biblical text.
Part One, The Disestablishment of the Christian Worldview, is composed ofthree chapters.
Chapter 1chronicles the change that has occurred in Western culture because of the ascendency of
postmodernism. It isbest described as a change in authorityfrom the logocentric metanarrative which
has characterized Christianity to the deconstructionist rejection of worldviews by postmodern
literary critics. Chapter 2 reviews the paradigm shifts that have occurred in belief
systemsthat have occurred in the West as a result of this change,and Chapter 3 shows the effects of
all this in the culture's principal institutions.
Part Two, The Reestablishment of the Christian Worldview, is also composed of three chapters.
Chapter 4 shows the impact that postmodernity has had on the efforts now being made on behalf of
reestablishing the Christian worldview as a viable intellectual position in Western culture.
Chapter 5 is occupied with the negative and positive responses of certain Christian
scholars to the challenge of postmodernism, and Chapter 6 closes the study with an extended
treatment of the factors that must be in play for a reestablishment of the Christian worldview to
occur in Western civilization.Philosophy, Practical & Systematic Theology
D. Th. (Theology)
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Van, Wyk Emilie Rosa. "Voorskoolse kind en geletterdheidservaring." Diss., 1996. http://hdl.handle.net/10500/17778.
Full textAbstract:
Summaries in Afrikaans and EnglishText in Afrikaans
Vanaf geboorte is die ouers en die omgewing wat hulle vir die kind skep van die uiterste belang. Ouers behoort 'n ruimte te skep waar die kind intellektueel gestimuleer kan word, begeleide leerervaringe kan ontvang en waar hy veiligheid en geborgenheid kan beleef Dit is in hierdie voorskoolse jare waar die grondslag gele word vir latere leer. Waar vroee stimulering en bemiddeling ontbreek is dit later baie moeilik om met insette dieselfde positiewe resultate te bereik. Begeleide leerervaringe is 'n essensiele komponent van en voorwaarde vir optimale ontwikkeling. Wanneer die kind aan geletterdheidervaringe blootgestel word in sy voorskoolse jare, kan hy, wanneer hy skool toe gaan, die insette en konsepte as "bekend" ervaar, omdat hy reeds vroeg al daarmee kennisgemaak het. Die ouers kan die kind se voorskoolse jare s6 ontwerp dat die kind se potensiaal optimaal verwesenlik kan word. In die empiriese ondersoek is onderhoude met ouers gevoer sodat hulle hul ervarings met hul kinders wat hulle voorskools gestimuleer het, kon weergee. Volgens die resultate blyk dit dat vroee stimulering waarskynlik 'n belangrike faktor is ten opsigte van latere prestasie.
Parents should create an atmosphere where the child can be stimulated intellectually, can receive mediated learning experiences (MLE) and where he can experience safety and security. It is in the preschool years that the foundation is laid to make learning easier later on. Where early stimulation and mediation is lacking it is very difficult later on to achieve positive results with the same inputs. When the child is exposed to literacy experiences in his pre-school years, he can experience the inputs and concepts as "known" when he attends school, as he was already acquainted with them. The parents can shape the pre-school years of the child in such a manner that the potential of the child can be realised optimally. In the empirical investigation parents were interviewed in order to determine the extent to which they supplied intellectual stimulation to their pre-school children. According to the results it appears that early stimulation is probably an important factor with regard to achievement in later years.
Psychology of Education
M. Ed. (Psychology of Education)