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Dissertations / Theses on the topic 'Schools ; Children's Literature'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Bainbridge, Judith. "Storybook schools : representations of schools and schooling in British children's fiction 1820-1880." Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/storybook-schools(dd59298f-a634-4e4e-9d3f-7071a3364ee1).html.

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The study is organised around five themes which were central to nineteenth-century educational debate, and which I have chosen for discussion because they are addressed recurrently in both fictional and extra-literary texts. The selected themes relate to the contribution of domestic education to the moral and spiritual formation of the individual child, the characteristics of the school as a community and socialisation within it, health, sickness and physical education, the content of the curriculum, and preparation for adult roles. In the first chapter I establish the literary, educational an

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2

Rahman, Shireena Basree bt Abdul. "The Implementation of the Contemporary Children's Literature Program in Malaysian Primary Schools." Thesis, University of Reading, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485821.

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The Contemporary Children's Literature Program (CCl) was introduced into English classes in Malaysian primary schools in 2003 with the aim of improving English language teaching through the introduction of storybooks or children's literature. Using a case study approach, this thesis examines the implementation of the CCl program in three primary schools in the city of Shah Alam, Selangor. The main data collection methods were classroom observation, document analysis (drawing on policy documents and teacher record books) and interviews with head teachers, teachers and students. Interview data c

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3

Manno, Annette Christine. "Teaching about conflict and values through children's literature." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1526.

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4

Al-Nokhada, Mohamed A. H. "Children's literature, their books and reading interests : a study in primary schools in Bahrain." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/4862/.

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The purpose of this study is to assess the provision and quality of children’s literature and books presented to Bahraini children of ages 6-12 at their homes, schools, public libraries and bookshops; to explore the values of children's literature and books and the effects they might have on children's lives; to identify children's preferences with respect to literature and related books in Bahrain; and to provide evidence and guidance to the appropriate authorities so that more informed decisions might be made concerning the provision of children’s literature and their books in Bahrain. To ac

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5

Raby, Shauna Rae. "Children's Literature in the Elementary Schools: Which Books Are Being Chosen for Literacy Instruction?" Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1496.pdf.

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6

Bandré, Patricia Ellen. "The status of the selection and use of children's literature in K-6 rural Ohio public school classrooms." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1121782590.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xvii, 271 p.; also includes graphics (some col.). Includes bibliographical references (p. 262-271). Available online via OhioLINK's ETD Center

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7

Klein, Gillian. "The development of multicultural and antiracist books for use in schools 1973-1993." Thesis, Birmingham City University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363175.

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McCreery, Elaine. "Promoting children's spiritual development in education : a review of the literature and an exploration of teachers' attitudes." Thesis, Roehampton University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326828.

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9

Yarmolovich, Daryl. "Bias in children's literature : a descriptive and analytical case study of two schools at different socio-economic levels /." Staten Island, N.Y. : [s.n.], 2005. http://library.wagner.edu/theses/education/2005/thesis_edu_2005_yarmo_bias.pdf.

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10

Staas, Gretchen L. (Gretchen Lee). "The Effects of Visits by Authors of Children's Books in Selected Elementary Schools." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331813/.

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Guest author visits are popular events in schools across the United States. Little has been written, however, on a single author doing a single presentation in a school. This study addressed that situation. The study utilized two authors visiting four schools in a large North Central Texas school district.

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Humphrey, Judith Ann. "Liberating images : a feminist analysis of the girls' school-story." [n.p.], 1999. http://ethos.bl.uk/.

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12

Briggs, Connie Craft. "The Use of Nonfiction/Informational Trade Books in an Elementary Classroom." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277870/.

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The purpose of the study was to describe the use of nonfiction/informational trade books within a literature-based elementary classroom by students and the teacher. Using a qualitative ethnographic approach, the researcher became a participant observer in a third grade classroom during a two and one-half week thematic unit about the westward movement. Data were collected from field notes, audiotapes of class discussions and informal interviews, documents of students' work, photographs, daily observer comment summaries, and memos. These data were coded, analyzed for recurring patterns, and grou

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13

Krenn, Elisabeth. "School-based interventions supporting refugees and asylum seeking children in mainstream schools : 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-35783.

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14

Englund, Micaela. "The power of literature : A literature review on the incorporation of children’s literature in the lower-elementary English as a Second- Language classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20876.

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The use of children’s literature in the English as a Second language (ESL) classroom is a widely used teaching method. This study aims to find research relating to the incorporation of children’s literature in the lower elementary English as a secondlanguage classroom. The main questions are how children’s literature can be used in the classroom and what potential benefits it has. A systematic literature review was carried out and research from six studies was included. The included studies, analyzed in this thesis, involved children aged 6-9, who are learning a second language. The results re

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15

Baier, Stacey. "A critical review of literature understanding bullying behaviors in children /." Online version, 2007. http://www.uwstout.edu/lib/thesis/2008/2008baiers.pdf.

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16

Crawford, Rachel Elizabeth. "Bonza schooldays : an annotated bio-bibliography of Australian school stories /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19374.pdf.

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17

Jennessen, Vanja. "A Story of English Language Learning – How Can Children’s Literature be Used in Teaching Vocabulary to Young English Language Learners? : - A Literature Review." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19870.

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This study aims to find research relating to the use of children’s literature to promote vocabulary development in young children, particularly English language learners in Sweden. The main questions address how (methods) children’s literature can be used and why (reasons) children’s literature is often recommended for the teaching of vocabulary to young learners. The study also aims to explore reasons against the use of children’s literature in vocabulary teaching found in previous research. A systematic literature review was carried out, including results from five empirical studies. The stu

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18

Wilkinson, Sheena Maria. "Girls' school and college friendships in twentieth-century British fiction." Thesis, Durham University, 1998. http://etheses.dur.ac.uk/4779/.

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This study examines in detail a variety of adolescent female friendships in twentieth-century British novels, written for both the 'adult' and 'juvenile' reading public, a distinction which I argue is arbitrary, since the relationship between the two is an exceptionally close one. Scholars discussing adolescence this century have tended to ignore the experience of girls, or to reinforce patriarchal stereotypes by presenting girls in marginal and reactionary roles. Until recently, even feminist discourse on friendship has been inclined to focus on adult relationships, or to examine girls in rel

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Cecire, Maria Sachiko. "The Oxford School of children's fantasy literature : medieval afterlives and the production of culture." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:782b7491-c1fd-473f-9118-6890156013fc.

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This thesis names the Oxford School of children’s fantasy literature as arising from the educational milieu of the University of Oxford’s English School during the mid-twentieth century. It argues that J.R.R. Tolkien and C.S. Lewis lay the foundations for the children’s fantasy genre by introducing an English curriculum at Oxford in 1931 (first examined 1933) that required extensive study in medieval literature, and by modelling the use of medieval source material in their own popular children’s fantasy works. The Oxford School’s creative use of its sources produces medieval ‘afterlives,’ lend

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20

Koster, Joan Bouza. "Bookmarking racism challenging white privilege through children's literature and participatory research in a suburban shcool /." Diss., Online access via UMI:, 2005.

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21

Oldby, Jennifer, and Elin Rushworth. "Is Early L2 Reading of Children’s Literature a Good Idea? : How the attitudes to reading English children’s literature affect book access and teacher-library collaboration in two Swedish primary schools." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41885.

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This case study investigates how teachers’ and school librarians’ attitudes towards L2 reading in years 1-4, as well as their perceived book access and teacher-library collaboration, influence the use and reading of English children’s literature in two Swedish primary schools. This study is motivated by the importance the English language has in Sweden for higher education, the previous research proving powerful language benefits of extensive L2 reading, as well as the recent proposition to strengthen the school library’s role in Sweden. The data collected through qualitative, semi-structured

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22

Werlang, Sandra Danieli. "Alfabetização e letramento mediados pela literatura infantil, no 1º ano do ensino fundamental." reponame:Repositório Institucional da UCS, 2015. https://repositorio.ucs.br/handle/11338/1309.

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Orientações do PNAIC indicam a necessidade de implementar, já no ciclo de alfabetização, o processo de alfabetizar letrando, a fim de promover o sucesso dos alunos. Desse modo, esta dissertação analisa os processos de alfabetização e letramento, em uma classe de primeiro ano do Ensino Fundamental, a partir da interação com a leitura literária, mediada intencionalmente pelo professor. A pesquisa justifica-se em virtude da ampliação do Ensino Fundamental para 9 anos, que implica iniciar a alfabetização ainda no 1º ano, assim como pela intenção de contribuir para a formação de leitores proficient

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23

Mook, Julia Denise. "Critical thinking: Integration into the middle school literature classroom." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1676.

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The pendulum of educators' interests often swings back and forth. In the current climate of high stakes assessment, there appears to be a greater emphasis placed on literal recall of information when reading. While in the short term, this may benefit score reports, there is a concern that higher order thinking skills, such as analysis, will fall by the wayside. In so doing, there may be long term effects on the citizenry of this country. A lack of shared experiences, paired with little or no opportunity to discuss and discern, could lead to an inability to participate in and manage a complex f

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24

Cocks, Neil Hayward. "Reading repetition and difference in the school story and its criticism." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368663.

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25

Prillaman, Barbara. "Conversations to help make meaning ELLs and literature circles /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 202 p, 2008. http://proquest.umi.com/pqdweb?did=1500060691&sid=33&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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26

Englund, Micaela. "English as a Second Language and Children’s literature : An empirical study on Swedish elementary school teachers’ methods and attitudes towards the use of children’s literature in the English classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21348.

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Previous research has shown multiple benefits and challenges with the incorporation of children’s literature in the English as a Second language (ESL) classroom. In addition, the use of children’s literature in the lower elementary English classroom is recommended by the Swedish National Agency for Education. Consequently, the current study explores how teachers in Swedish elementary school teach ESL through children’s literature. This empirical study involves English teachers from seven schools in a small municipality in Sweden. The data has been collected through an Internet survey. The stud

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27

Bandre', Patricia E. "The status of the selection and use of children's literature in K-6 rural Ohio public school classrooms." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1121782590.

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28

Rose, Katelyn. "Literature in the landscape: designing public parks to encourage outdoor exploration, activity and reading for elementary school-aged children." Kansas State University, 2017. http://hdl.handle.net/2097/35428.

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Master of Landscape Architecture<br>Department of Landscape Architecture/Regional and Community Planning<br>Anne E. Beamish<br>Landscape architects have an opportunity to design outdoor environments that promote exploration and physical activity for elementary school students in an effort to combat childhood obesity and nature deficit disorder, while reinforcing the importance of reading. By layering themes from classic children’s literature into the landscape surrounding the Andover Public Library, a landscape was designed where children can explore physically and intellectually while being a

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Fleener, Ann Whitney Robinson Carolyn Walton. "The effects of the Literature in the Garden curriculum on life skills of children." Auburn, Ala, 2008. http://hdl.handle.net/10415/1474.

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Dickson, Joanna, and n/a. "The visual representation of the Maori in the School Journal 1907-95." University of Otago. Department of Anthropology, 1997. http://adt.otago.ac.nz./public/adt-NZDU20070531.122035.

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This thesis concerns the visual representation of the Maori in illustrations featured in the School Journal, Bulletins, Maori Language Readers, and Remedial Readers published by the New Zealand Department of Education from 1907-96. The main focus is to examine how the prehistory of Aotearoa has been presented to the public. For this reason School Journals were chosen as they have been a resource available to all school children for almost a century, and reflect changing theories incorporated into illustrations which can be just as significant, or even more powerful, than text in transmitting i

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Arico, Rebecca A. "Effect on student achievement and attitudes towards learning mathematics when integrating children's literature into a mathematics lesson." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1017.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Education<br>Elementary Education

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Ribeiro, Taisa Andrade de Souza Silva [UNESP]. "Papel e tela: um estudo sobre preferências das crianças, literatura infantil e narrativas televisivas." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/143942.

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Submitted by TAISA ANDRADE DE SOUZA SILVA RIBEIRO null (agataaz@yahoo.com.br) on 2016-09-20T03:33:28Z No. of bitstreams: 1 Papel e Tela - um estudo sobre preferências das crianças, literatura infantil e narrativas televisivas.pdf: 1552963 bytes, checksum: c57006a6235cfa922209297c7abeb2fd (MD5)<br>Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-09-22T19:06:54Z (GMT) No. of bitstreams: 1 ribeiro_tass_me_prud.pdf: 1552963 bytes, checksum: c57006a6235cfa922209297c7abeb2fd (MD5)<br>Made available in DSpace on 2016-09-22T19:06:54Z (GMT). No. of bitstre

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Dijkshoorn, Anna. "Inclusive Education for Refugees and Asylum Seeking Children : A Systematic Literature Review." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30510.

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BACKGROUND In recent years, there has been an increase in the number of children with a refugee background in the Netherlands. All of these children who are under 18 years of age must go to school, but they face many barriers towards inclusion. Appropriately educating this diverse group of children presents schools with challenges. Supportive programs are needed to overcome these barriers and challenges. AIM The aim of this paper was to explore what supports are put in place to foster refugee students’ inclusion in school. METHOD A systematic literature review was conducted to synthesize resea

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Behnke, Joseph. "School in the lives of immigrant students and their families a critical review of the literature /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Behnke_JMITthesis2009.pdf.

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Wang, Minzhi. "The impact of teacher-student classroom interactions in primary school environment on children's engagement in classroom : 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-35882.

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In primary school classrooms, teacher-student relations, student’s school engagement, achievement, and the frequency of teachers’ academic interactions are related to higher levels of student engagement. Since different strategies teachers use to initiate classroom interactions have different impacts on students’ engagement, the aim of this thesis is to explore how teacher-student classroom interactions in primary school influence their classroom engagement. A systematic literature review was conducted by using three databases. Eight studies that fit inclusion criteria were exerted and identif

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Roberts, Tarryn Elizabeth. "School Psychologists’ Perceptions of Selecting Divorce-Themed Books for Elementary-Aged Children Experiencing Parental Divorce." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8555.

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Divorce is a common event in the United States; an estimated 50% of marriages end in divorce. With so many divorces each year, a substantial number of children are impacted. Divorce can have negative effects socially, behaviorally, emotionally, and academically, in both the short term and the long term. Bibliotherapy is a therapeutic tool centered on the use of books and stories to assist in the understanding and expression of an event. Bibliotherapy has been shown to be effective for children who have experienced similar traumatic events such as loss. Research suggests that bibliotherapy coul

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Ventura, Fabiana Cristina [UNESP]. "Literatura infantil e juvenil na escola: encontros e encantos." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/144322.

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Submitted by Fabiana Cristina Ventura null (fc-ventura@hotmail.com) on 2016-10-03T23:16:33Z No. of bitstreams: 1 VENTURA, Fabiana Cristina. Literatura Infantil e Juvenil na escola....pdf: 2285764 bytes, checksum: 64bb3d834e003f2f407d38173e8c4c6d (MD5)<br>Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-10-06T19:29:01Z (GMT) No. of bitstreams: 1 ventura_fc_me_rcla.pdf: 2285764 bytes, checksum: 64bb3d834e003f2f407d38173e8c4c6d (MD5)<br>Made available in DSpace on 2016-10-06T19:29:01Z (GMT). No. of bitstreams: 1 ventura_fc_me_rcla.pdf: 2

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Hill, Cecily Erin. "Formal Education: Early Children’s Genres, Gender, and the Realist Novel." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429278003.

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Tezas, Nikolaos. "Community and School Based Mental Health Interventions for Refugee Children and Adolescents: A 2010-2020 Systematic Literature Review." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48364.

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Introduction: Traumatic experiences before, during but also after refugee children’s and adolescents’ displacement impose harmful mental health symptoms like post-traumatic stress disorder, depression and anxiety. Nevertheless, such threats can be addressed since mental health interventions have been found not only effective but are seen as a legal and ethical obligation. Aim: This study’s aim was to systematically investigate and present available school and community based mental health interventions for refugee children and adolescents from 2010-2020 and to report on their outcome. This sys

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Rehman, Nida Ammar. "Peer Victimization of Children and Adolescents with Intellectual Disabilities : A Systematic Literature Review from 2000-2020." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48338.

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Background: Children and adolescents with intellectual disabilities are at increased risk for peer victimization in schools. Due to the deficits in their social, cognitive, and adaptive skills, these children face greater challenges to stand up for themselves thus, facing continued victimization. Aim: This systematic literature review sought to critically identify the existing literature on predictors and outcomes which are associated with peer victimization in children and adolescents with intellectual disabilities in a school environment using the Biopsychosocial model. Method: To conduct

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Wester, Louise. "Läraren i barnlitteratur. : Lärares undervisning och relation till elever i barnlitteratur i ett historiskt perspektiv." Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-48965.

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The aim of the study is to analyse how the teacher’s teaching and relation to the pupils is presented in three children’s books for ages 6 to 9. Another aim is to compare how the image of teachers and relations to pupils agrees with how these are presented in literature in a historical perspective. The analysis applies a qualitative method used in comparative literature with the aid of narratological devices such as “narrative point of view” and “pattern of address”. The result of the analysis shows that the teacher is portrayed in many ways. In a historical perspective the presentation of the

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Papagrigoraki, Anna. "Peer mediated learning in inclusive education : A systematic literature review on the methods and their effects on children." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30347.

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During the past few years, mainstream education has become more and more inclusive all over the world. This fact calls for effective teaching methods, supporting the participation and learning of all the students in a class. Such methods are the ones that occupy peer-mediated learning and methods related to them. This study aims to investigate strategies of interventions involving peer-mediated learning between children in need of special educational support and typically developing children 3-12 years of age and their effects on them. In order to achieve that, a systematic literature review w

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Pan, Peng. "School situation and social conditions of children with ASD in mainland China : A Systematic Literature Review from 2011-2017." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43190.

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This study focuses on the situation and social conditions in school for primary and secondary school students with ASD in mainstream schools in Mainland China. Based on the current situation in China, although compulsory education has been popularized at an early stage, under the system of examination-oriented education, the distribution of educational resources is very uneven. Searches for published journals and articles with relevant program for children with ASD have been carried through several databases, and six articles are included as results. Few relevant studies concerning the current

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Kich, Morgana. "Mediação de leitura literária : o Programa Nacional Biblioteca da Escola (PNBE)." reponame:Repositório Institucional da UCS, 2011. https://repositorio.ucs.br/handle/11338/1019.

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A presente dissertação de mestrado está vinculada à linha de pesquisa Educação, Epistemologia e Linguagem do Programa de Pós Graduação em Educação da Universidade de Caxias do Sul (UCS). O estudo discute práticas de mediação de leitura literária, a partir da perspectiva da educação, tendo como foco obras de literatura selecionadas pelo Programa Nacional Biblioteca da Escola (PNBE)/2008 para alunos das séries iniciais do Ensino Fundamental. A investigação busca analisar o trajeto dessas obras no contexto escolar do município de Caxias do Sul/RS, especialmente nas bibliotecas dessas instituições

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Correia, Carla Sofia Leal. "Relatório da prática de ensino supervisionada em educação pré-escolar: a pertinência da literatura infantil no processo de aprendizagem." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/13051.

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O presente relatório final corresponde à exposição do trabalho desenvolvido no âmbito da prática de ensino supervisionada (PES), no contexto de creche e jardim-de-infância, para a aquisição de grau de mestre em Educação Pré-Escolar. Este apresenta especial enfoque na prática investigativa denominada “A pertinência da literatura infantil no processo de aprendizagem” desenvolvida em ambos os contextos, e que tem como principal objetivo, compreender a importância da literatura infantil no processo de aprendizagem, mais concretamente, os contributos da literatura infantil na abordagem aos diferent

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Seibert, Michelle L. "Consultation in the School Psychology Literature: Has the Field Moved beyond the Three Traditional Models?" TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/145.

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Consultation is a crucial role for school psychology practitioners. Psychologists routinely use consultation within the schools and actually wish they could spend more of their work hours on this activity. However, when authors write about consultation in the school psychology literature, they use numerous terms and phrases, which cause confusion as to what models of consultation are prominent in the field. The focus of the current study is to examine the articles that mention consultation in School Psychology Review (Digest) in order to determine whether the three traditional models (behavior

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Smith, Kathryn Ruth. "Elementary School Teachers' Perceptions of Book in a Bag as a Social Skills Instruction Program." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7385.

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While schools are focused on academic success, many lack the resources and instruction needed to help students grow in their social emotional learning. However, research has shown that social emotional learning not only helps students build character but also helps them achieve academic goals. Furthermore, studies have shown that bibliotherapy helps children learn social skills and how to apply them into their own lives. The goal of this study was to determine if Book in a Bag, a social skills bibliotherapy program, implemented over the course of an entire school year was perceived by teach

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Emmertz, Joanna, and Liridona Vllasa. "Reading aloud : A study about the use of reading children’s literature aloud as a pedagogical tool in a pre-school in Thailand." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13480.

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Harlow, Mnisa Lyn. "The Efficacy of a Literature-Based Social Communication Intervention on Teacher Report of Sociability for Children with Language Impairment." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6450.

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Recent research indicates that children with language impairment (LI) often experience difficulties with social communication. Although the empirical basis for general social communication intervention is growing, information documenting the efficacy of these interventions for children with LI remains limited. The purpose of this study was to examine the effectiveness of a social communication intervention on teacher perceptions of sociability in five elementary-aged children with LI. The intervention focused on the presentation and use of children's stories to target aspects of emotion unders

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Peterson, Cammy G. "The Efficacy of a Literature-Based Social Communication Intervention on Teacher Report of Withdrawal for Children with Language Impairment." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6904.

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Research shows that children with language impairment (LI) often have deficits in social communication. The purpose of this study was to examine the effectiveness of a social communication intervention targeting emotion understanding on teacher perceptions of withdrawal in six elementary-aged boys with LI. The intervention incorporated four elements into treatment sessions: a) Story sharing of children's literature that was rich in emotional content and prosocial behaviors; b) Story enactment of the same children's literature; c) identification and discussion of pictures of facial expressions;

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