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Dissertations / Theses on the topic 'Teachers in literature'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Koc, Bartosz. "Literature According to Teachers." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33829.

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This study investigates four teachers’ views and approach on teaching literature in the English classroom. The main reason for this study is to give an insight in some different ways of approaching this specific part of the national curriculum. The study is based on four separate interviews. The results are somewhat varied and provide an in-depth understanding of the subject. The study shows that there are different approaches for various reasons. These reasons are not only based in methodology but also personal preference and attitude to the subject. The results of the study also show that th

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2

Rodríguez, Haydeé Marie. "Multicultural literature : teachers' beliefs shape teachers' goals and classroom practice /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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3

Harrison, Stephanie Chantall. "Preservice Teachers Perceptions of Literature: A Study in a University Spanish Literature Class for Future Spanish Teachers." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7062.

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This qualitative study gave insight on the benefits that a university literature course for future Spanish teachers could contribute to preservice teachers as part of their preparation program. Nine university students participated in this study as they were the ones enrolled in this first-time offered university literature course for Spanish teachers. Data were collected from pre- and post-questionnaires, journals, and course observations. The findings suggested that the preservice teachers grew in pedagogical content knowledge, literary content, resources and strategies, and felt an overall

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4

Renzi, Laura. "The influence of teachers' beliefs on literature instruction in the high school English classroom." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1121782274.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 215 p. Includes bibliographical references (p. 206-215). Available online via OhioLINK's ETD Center.

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5

Hamel, Frederick L. "Teacher understanding of student understanding : three teachers thinking about their students reading literature /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7853.

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6

Qualley, Katie. "Teachers' perceptions of school psychologists a literature review /." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004qualleyk.pdf.

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7

Vandergriff, James Harley. "Self-reported sources of literature teachers' practical knowledge." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279808.

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This dissertation is a study of what selected literature teachers report to be their sources of practical knowledge. The data for the study was collected through open-ended interviews with three practicing public school literature teachers in two school districts in a large southwestern city between 1996 and 1998. The informants were selected more on the basis of convenience of access than any other criteria, though I also considered their length of time in the profession and limited the study to persons who were actually teaching literature at the time of the study. The interviews followed an

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8

Klassen, Charlene Ruth. "Teacher education that is multicultural: Expanding preservice teachers' orientation toward learning through children's literature." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186174.

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This inquiry into teacher education explores the potential for using multicultural children's literature to broaden preservice teachers' orientation toward the value of multiculturalism. The setting for this collaborative exploration was a College of Education course on Children's Literature during the 1992 spring semester. Literacy experiences with multicultural literature were created to provide preservice teachers with an opportunity to critically reflect on their awareness and understanding of multiculturalism. Weekly small group literature discussions, roving dialogue journals among three

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9

Durriyah, Tati L. "Reading and Responding to Children’s Literature: A Qualitative Study of Indonesian Preservice Teachers’ Response in an Introduction to Children’s Literature Course." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1387367636.

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10

Pearce, Tiana Zell McCoy. "Prediction of preservice teachers' knowledge and reading of children's literature within a teacher preparation program." Thesis, Texas A&M University - Corpus Christi, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3707718.

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<p>Reading is essential for personal growth and social and economic success. Smith (2002) proposed that reading was the most important subject in American early schools, and explained that reading continues to be the most significant subject in schools throughout the United States. Educators need to consider ways to strengthen our educational system beginning with teacher preparation. Researchers have outlined the close interconnectivity between teacher preparation and reading preparation; however, relatively few researchers have asked questions about the involvement of reading preparation

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11

Wiggins, Joy L. "Constructions of preservice teachers' biographies mediations of a sociopolitical text /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1116983428.

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12

Mathis, Janelle Brown. "Preservice teachers' perceptions of themselves as learners, readers, and teachers in a children's literature classroom." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/187014.

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Preservice teachers' perceptions of their learning, reading, and teaching in an experientially designed course, Children's Literature in the Classroom, is the focus of this study. Qualitative methods included data sources such as initial student surveys, written early literacy memories, audiotaped and transcribed discussions of children's and adolescent literature, mid-term and final self-evaluations, audiotaped and transcribed exit interviews, and various written artifacts created throughout the semester. Several levels of data analysis were used to discover answers to the following questions

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13

Parker, Abigail B. "Teaching Envisionment: Activity Settings for Learning to Teach Literature." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1218493014.

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14

Brady, Jane Ellen P. "The portrayal of caring teachers in children's literature a content analysis /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/j_brady-042209.pdf.

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Thesis (Ph. D.)--Washington State University, May 2009.<br>Title from PDF title page (viewed on June 10, 2009). "Department of Teaching and Learning." Includes bibliographical references (p. 152-177).

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15

Vanja, Jennessen. "Children’s Literature and English Teaching – Swedish Teachers’ Methods and Attitudes." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20425.

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This study investigates how primary school teachers of grades F-3 pupils in a number of sample schools in Sweden use children’s literature and other methods to enhance their teaching of English. The study explores the attitudes of these teachers’ to using English children’s literature as a teaching tool to promote language development in their pupils, focusing on vocabulary. An empirical questionnaire study was carried out including a total of twenty-three respondents from seven schools in a Stockholm suburb. The respondents are all working teachers with experience of teaching English to young

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16

Moser, Amy Elizabeth. "Changing Educator Attitudes About Students with Disabilities Through Literature." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594719874195461.

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17

Sulieman, Nidal, and Abeer Wannus. "Effects of Teachers’ Knowledge of formative assessment on teachers’ practices & students’ metacognition : A literature review." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43030.

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This literature review examines two major areas: firstly, the impact of teachers’ knowledge about formative assessment on teachers' practices in the classroom; secondly, the role of formative assessment in raising students’ metacognition and how formative activities lead to raising students’ self-awareness and self-regulation. This paper also aims to shed light on the interdependence relation between formative assessment and teaching in general. Ten different primary studies relevant to formative assessment and its effects on teaching/learning have been chosen to investigate the formative asse

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18

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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Scharer, Patricia L. "Teachers in transition : a multiple case study of teachers increasing the use of literature for reading instruction." Connect to resource, 1990. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1219444482.

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Scharer, Patricia Louise. "Teachers in transition : a multiple case study of teachers increasing the use of literature for reading instruction /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487686243820167.

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21

McIntyre-McCullough, Keisha Simone. "Teachers’ Experiences in and Perceptions of their12th-Grade British Literature Classrooms." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1012.

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The purpose of this study was to understand the experiences and perceptions of 12th-grade literature teachers about curriculum, Post-Colonial literature, and students. Theories posed by Piaget (1995), Vygotsky (1995), and Rosenblatt (1995) formed the framework for this micro-ethnographic study. Seven teachers from public and private schools in South Florida participated in this two-phase study; three teachers in Phase I and four in Phase II. All participants completed individual semi-structured interviews and demographic surveys. In addition, four of the teachers were observed teaching. The an

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22

Mpofu, Nhlanhla. "Exploring beginner teachers' knowledge in the teaching of Literature in English." Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/52954.

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Teacher knowledge research in English as a second language (ESL) has tended to overlook the existence of Literature in English as a stand-alone subject. This study does not dispute the place of literature in language learning, but contends that the knowledge base for teachers of the subject English Language differs from that of teachers for the subject Literature in English. In Zimbabwe, during the beginner teachers' training, literature is introduced as part of language learning, whereas the current school curriculum requires the teaching of Literature as a stand-alone subject. Notwithstandi

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Spector, Karen. "Framing the Holocaust in English Class: Secondary Teachers and Students Reading Holocaust Literature." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1116257818.

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Thesis (Dr. of Education)--University of Cincinnati, 2005.<br>Title from electronic thesis title page (viewed Oct. 3, 2006). Includes abstract. Keywords: Holocaust; Multicultural literature; Response to literature; Holocaust literature. Includes bibliographical references.

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REZENDE, NILZA PEREZ DE. "FROM FERULE TO SEDUCTION: IMAGERIES OF TEACHERS IN BRAZILIAN LITERATURE AND CULTURE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12158@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>Esta dissertação pretende, através da análise de contos e romances de autores brasileiros considerados canônicos, publicados do final do Século XIX ao fim do Século XX, investigar as representações do professor e da escola na literatura brasileira, verificando, a partir dos conceitos de intertextualidade em Bakhtin e de representação em Roger Chartier, pontos de encontro e desencontro entre a história da educação e a produção literária. Contrapõe-se a análise a estudos recente

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MENEZES, DANIELLE DE ALMEIDA. "DISCOURSES ON LITERATURE IN ENGLISH: PERCEPTIONS AND PEDAGOGICAL PRACTICE OF UNIVERSITY TEACHERS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16092@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>A presente tese analisa o discurso de professores universitários de literaturas em língua inglesa, com diferentes perfis profissionais, a fim de: (1) revelar como definem literatura, (2) identificar a função das escolhas linguísticas que caracterizam seu discurso sobre literatura e ensino, e (3) descrever de que maneira constroem discursivamente sua prática. Para tanto, o arcabouço teórico recorre às áreas de Literatura e de Linguística. Na primeira, são discutidas três formas de se abordar o fenômeno literário: o viés artístico (

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26

Portelli, Terence. "A reader-response approach to the initial training of Maltese literature teachers." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1254/.

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This thesis documents the development of nineteen student-teachers in becoming teachers of Maltese literature, initiated in a methodology study-unit over one academic year. Drawing on reader-response theories, and coupled with insights from reflective practice and assessment for learning, this study traces trajectories taken by student-teachers as they gradually move from a text- or subject-bound culture towards a more student- or response-centred approach. Methodologically, this thesis is an action-research project embracing a bricolage stance. The main analysis draws on the lecturer-research

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27

Lindström, Johan. "Teaching Literature : A Qualitative Study Based On Teachers’ Experiences, Thoughts and Ideas." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52460.

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Thus far, Pierre Bourdieu’s concepts of capital, field and habitus have not been discussed together with the literature a teacher chooses in the subject English at a Swedish secondary school. However, this study aims to provide more research in this area, as well as how the concepts of capital, field and habitus affect the teacher in how he or she works with literature. This essay discusses the choice of literature of four teachers, as well as how the teachers work with the literature in the classroom. Furthermore, this essay observes that these teachers’ colleagues, time and experience are im

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Waller, Ellyn Jo. "Beyond Lip Service: How teachers in a private school utilize multicultural literature." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/169331.

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CITE/Language Arts<br>Ed.D.<br>This qualitative dissertation is an investigation of the experiences of four middle grade teachers, three female and one male, three Caucasian and one African American who use multicultural literature in their language arts classrooms and the responses of the students of color they teach. The teaching experience of the teacher participants ranged from nine to twenty-five years. This bounded case study was investigated through the interpretivist paradigm over a seven-month period during the 2009-2010 school year. The teaching of six texts defined by the school as

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Dyer, Jennifer Nicole. "SHARING AFRICAN AMERICAN CHILDREN'S LITERATURE: MULTICULTURAL TEACHING PRACTICES OF TWO MALE TEACHERS." Columbus, Ohio : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1039545071.

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Thesis (Ph. D.)--Ohio State University, 2002.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 194 p.; also contains graphics (some col.). Includes abstract and vita. Advisor: Evelyn Freeman, College of Education. Includes bibliographical references (p. 174-192).

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Day, Deanna Lea. ""A taste of teaching": Preservice teachers and children engage in literature circles." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280166.

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The purpose of this qualitative teacher research study was to explore the characteristics of literature circles with preservice teachers and children. Drawing on Vygotsky's (1978) sociocultural theory and Rosenblatt's (1938) transactional theory, this study focuses on the talk of preservice teachers in literature circles with children and the perceptions of preservice teachers about these literature circles. The study was conducted in a fourth grade classroom and a university children's literature course in the southwestern United States over one academic year. Thirty children and 27-28 preser

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Almqvist, Whilma. "”I Want to Make Them Think” : An Analysis of Teachers’ Use of Dystopian Literature in the Swedish EFL Classroom." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-51060.

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This study aims to investigate the role of dystopian literature in the Swedish EFL classroom. In particular, it intends to investigate and analyze the method that Swedish EFL teachers use to employ this genre into the classroom, as well as the aim for the usage. The study is qualitative and has been carried out through the conducting of semi-structured interviews consisting of open-ended questions. The findings of the study show that there are a number of common aims and methods among the respondents. The aim for the using of this particular genre was commonly to increase the students’ willin

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Chou, Chiou-hui Joyce. "An investigation of EFL teachers' personal practical knowledge." [Bloomington, Ind.] : Indiana University, 2003. http://wwwlib.umi.com/dissertations/fullcit/3162969.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2003.<br>Title from PDF t.p. (viewed Dec. 2, 2008). Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0522. Chair: Sharon L. Pugh.

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Storie, Monique. "All Fifty Kathousand Cousins: Chamorro Teachers Responding to Contemporary Children's Literature Set in Guam." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/145709.

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Grounded in Rosenblatt's transactional theory and Pacific literary theory, this qualitative case study looked at Chamorros teachers' responses to contemporary fiction books as a way of exploring cultural authenticity within a recently emerging genre of children's books. Nine teachers read and responded to eight books that presented a variety of character types, settings, and social issues related to the island of Guam. Guided by three research questions, this study explored what artifacts, images or depictions reflected the lived experiences of the contemporary Chamorro people. Data (transcr

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Karlsson, Emelie. "Literature in the EFL Classroom : Teachers’ attitudes on the use of literature in the EFL classroom for grades 4-6." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27437.

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English is an important language since the world is becoming more interconnected and it is central to motivate Swedish pupils to study language. The Swedish Agency for Education states that motivation and learning increase when pupils access a living language and that teacher therefore should use authentic material. Yet, teachers of the English subject still rely a lot on textbooks. The aim of this study is to highlight the use of literature in the EFL classroom for grades 4-6, and to investigate teachers’ attitudes to the use of literature and also examine how they use literature and what the

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Warmack, Wanda L. "Elementary education pre-service teachers' attitudes toward reading." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Dissertations/WARMACK_WANDA_44.pdf.

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36

Miller, Jennifer Lynn. "Eighth Grade Reading Curriculum: How Teachers Make Choices." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1190057922.

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Richert, Camille. "Interventions influencing mainstream pre-service teachers' attitudes towards inclusion : A systematic literature review from 2000 to 2015." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30734.

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Mainstream teachers are key for developing inclusive schools. Many times they do not feel prepared to deal with inclusive classrooms and may have negative attitudes towards inclusion. The aim of this study was to examine interventions that can affect mainstream pre-service teachers’ attitudes towards inclusion during their studies. Nine studies were identified through a systematic literature review and twelve inter- ventions emerged. Results show that interventions focusing on imparting knowledge of inclusion through a study unit or through an infusion approach can create a positive effect in

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Castanho, Ana Paula Belomo [UNESP]. "O ensino da literatura e a formação de professores em cursos de Letras." Universidade Estadual Paulista (UNESP), 2012. http://hdl.handle.net/11449/94052.

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Made available in DSpace on 2014-06-11T19:26:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-06-28Bitstream added on 2014-06-13T18:48:36Z : No. of bitstreams: 1 castanho_apb_me_assis.pdf: 751161 bytes, checksum: 9c7715de4b6cdc829c137d2ff573a5f1 (MD5)<br>Uma breve retrospectiva da origem dos cursos de Letras no Brasil revela as transformações ideológicas pelas quais passaram em um tempo relativamente curto - da formação intelectualizada de uma elite à formação de professores. A ambivalência de objetivos entre formar pesquisadores e formar professores, entre saberes específicos e sab

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GISH, SHIRLEY. "AN ORAL HISTORY OF SELECTED TWENTIETH-CENTURY TEACHERS OF ORAL INTERPRETATION OF LITERATURE." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184060.

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The oral transmission of history dates back to the Greeks as does the history of the subject of oral interpretation of literature. In the twentieth century the deliberate collection of oral histories has become popular as an adjunct to written documents. With the assumption that oral history can add to written documents in any field, this dissertation tests the tool of oral history as a means of contributing to the history of the field of oral interpretation of literature. The research consists of four formally collected oral histories with prominent, retired, and long-time teachers of oral in

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Glader, Oscar. "The Impact of Extramural English on Students and Teachers : A systematic literature review." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105007.

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Sweden is seen as a successful adopter of English as an additional language (EAL) and the country is a frontrunner in the globalization of the English language. Much of the success could be attributed to the large presence of English in Swedish society. Additionally, EAL learners are acquiring the English language out-of-school to a larger extent, often referred to as Extramural English (EE). Therefore, it is important to investigate how EE affects learners, teachers and discuss how it can change education. This has been done by evaluating the current state of research through a systematic lit

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Schall, Janine Marie. "Mapping identity: How preservice teachers explore cultural identities through mapping and children's literature." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290050.

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In this dissertation I examine how preservice teachers explore cultural identities when using mapping and children's literature. Twenty-four preservice teachers enrolled in a one-semester children's literature course looked at their own cultural identities and the cultural identities of others. The preservice teachers were mostly white, middle class women. During the study they explored various aspects of their cultural identities, interacted with issues of culture, and reflected upon how class engagements influenced their understandings of culture and cultural identities. Data sources for the

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Williams, Shirley Ann. "Understanding and using multicultural literature in the primary grades: A guide for teachers." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2087.

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Many studies have shown that an overwhelming number of classroom teachers are encountering increasing diversity issues in both the content of what they teach and among the students they are teaching The purpose of this project is to provide elementary teachers with a resource of multicultural literature that can be integrated into any curriculum, whether it is Language Arts, Social Studies, or story time.

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Emsley, Maletsema Ruth. "Experiences of Grade 12 EFAL teachers' Assessment of Literature Set-works in Limpopo Secondary Schools." Thesis, University of Limpopo, 2017. http://hdl.handle.net/10386/3057.

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Thesis (PhD. (Education)) --University of Limpopo, 2017.<br>South Africa has embarked on the official inclusion of school-based assessment in all subjects for transforming once-off pen and paper testing to redress the past rigid, norm-referenced, unreliable and non-transparent discriminative educational assessment in schools. The introduction does not only aim at offering constant constructive feedback to learners to improve performance, but it also assists teachers to diagnose, facilitate and improve on their assessment methods, to report learner performance to relevant stakeholders like par

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Jarzab, Ewa Hynds Susan. "Teachers' perspectives on laptop technology in the English language arts classroom: a case study of high school English teachers." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

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Ellis, Francis Sian. "The representation of teachers in German prose literature from the Wilhelmine period to National Socialism." Thesis, University of Cambridge, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278228.

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Christenson, Mary Alpharetta 1950. "The impact on teachers and students of teachers' collaborative planning for teaching multiple persectives on controversial environmenal issues using chldrens' literature /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486400446372809.

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Bradfield, Kylie Z. "The teaching of children's literature: A case study of primary teachers' pedagogical content knowledge." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112507/1/Kylie_Bradfield_Thesis.pdf.

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Resulting in the development of a framework labelled Literary Pedagogical Content Knowledge (LPCK), this thesis aimed to describe the complex interplay of three components in primary school classrooms: content, pedagogy, and children's literature. A case study research design elicited descriptive evidence of nine teachers' understandings of the teaching of children's literature, recognising that teacher knowledge bases involve complex, situated knowledge. The thesis, underpinned by constructivism and through the use of semi-structured interviews, built on Shulman's formulation of Pedagogical C

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Valdner, Faith. "Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life." Thesis, Linköpings universitet, Pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-109482.

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Students spend most of their waking hours with their teachers and peers, who are considered to be the significant others, that influence their learning motivation and school life. Whether a student likes to go to school or not, whether she can adjust in school and engage in all learning activities, whether she can get good grades or fail depend not only on herself, but on the significant others. In this study, the aim is to find out how and in what ways teachers and peers influence adolescents in their academic life. Forty-one articles were reviewed to discuss around four research questions: W

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Henshall, Amanda Louise. "Talking books : teachers on teaching texts by women on A Level English literature courses." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288979.

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Sahamkhadam, Nasrin. "Effect of In-service Training on Teachers’ Attitudes Towards Inclusion : A Systematic Literature Review." Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, CHILD, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49949.

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Background: Inclusive education can be of great benefit to the development of children and students with special education needs. Nonetheless, regular in-service teachers across several grade levels express their concerns over managing and educating students in need of special supports who are included in classrooms along with their peers. Inclusion-focused training has been suggested as a way to promote teachers’ positive attitudes towards the education of students with different abilities. Thus, this systematic literature review attempted to investigate the effect of in-service training on i

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