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Tesis sobre el tema "Written curriculum"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 20 de febrero de 2023

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1

Hart, Mallory. "Test-Retest Reliability of Curriculum-Based Measurement Written Expression Probes." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1394.

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Despite the growing popularity and utilization of Curriculum-Based Measurement for assessing students’ academic skills and for progress monitoring, little attention has been devoted to the area of written expression. Very few studies have been conducted to assess test-retest reliability. Only three previous studies were identified that examined the test-retest reliability of written expression curriculum-based measures. To address this issue, the current study examined the test-retest reliability of five common scoring procedures with students in grades 2, 4, and 6. A one-week time interval wa

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2

Dawson, Shanna. "Curriculum-based measurement of written expression at the secondary level." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009dawsons.pdf.

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3

Diercks, Barbara Ann. "Curriculum-based measurement in written expression at the secondary level." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003diercksb.pdf.

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4

Melloy, Ashley D. "Gender Differences in Written Expression at the Elementary Level." TopSCHOLAR®, 2012. http://digitalcommons.wku.edu/theses/1183.

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The use of Curriculum-Based Measurement (CBM) in schools is increasing, as it is a useful indicator of students’ basic academic skills. CBM measures are often used for identifying students at-risk, monitoring their progress during interventions, and even making special education eligibility determinations. Much of the research has focused on CBM in the area of reading. Relatively few studies have examined the area of CBM-Written Expression. A couple of studies indicated there are gender differences on CBM-Written Expression measures. This study sought to determine if gender differences exist a

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5

Harris, Linda Kay 1966. "First grade children's oral and written retellings." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291885.

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This study addressed four questions about first graders' oral and written retellings. First, how did their retellings change over the period of one school year? Second, how did their own written and oral retellings of the same text compare and contrast? Third, did written retellings influence oral retellings? Fourth, did oral retellings influence written retellings? The retellings were scored using a holistic measure. Twelve students in the same first grade classroom participated in this study. The students were ranked based on teacher observation and were placed in experimental groups. The gr

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6

Diercks-Gransee, Barbara Ann. "Curriculum-based measurement in written expression at the high school level." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006diercks-granseeb.pdf.

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7

Dingman, Shannon W. "Mathematics textbooks and state curriculum standards an analysis of the alignment between the written and intended curricula /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4690.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 24, 2007) Vita. Includes bibliographical references.

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8

Overbay, Amy Stephens. "Persuasive Developments: Reflective Judgment and College Students' Written Argumentation." NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-07132003-201718/.

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This study investigated the relationship between college freshmen?s stage of reflective judgment and the patterns in their written arguments using a mixed-method design with two major and two secondary data collection strategies. The Reflective Judgment Interview (RJI) was conducted with 15 college freshmen enrolled in a composition course that focused on persuasive writing. Participants? essays were examined for patterns in position-taking, evidence-usage, treatment of objections, and rhetorical strategies. Essays were examined ?blind? to participants? reflective judgment scores, and then ana

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9

Vandercook, Sandra. "Exploring the Relationship between English Composition Teachers' Beliefs about Written Feedback and Their Written Feedback Practices." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1552.

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For teachers of freshman English composition, the most time-consuming aspect of teaching is responding to student papers (Anson, 2012; Straub, 2000b). Teachers respond in various ways, but most teachers agree that they should offer written feedback to students (Beach & Friedrich, 2006). However, little research has been conducted to determine how teachers’ written feedback practices reflect their beliefs about the purpose of such feedback. This qualitative study explores the relationship between English composition teachers’ beliefs about written feedback and their actual written feedback prac

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10

Tadatada, Amanda. "Growth Rates of Curriculum-Based Measurement-Written Expression at the Elementary School Level." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1040.

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This project appears to be the first to determine growth rates for writing using Curriculum-Based Measurement-Written Expression (CBM-WE). Growth rates, or the amount of change over time, help educators track how much progress can be expected given typical instruction. CBM-WE probes were administered to a sample of 1,004 students in first through fifth grades within a school district. The writing probes were scored using production-dependent variables: Total Words Written (TWW), Words Spelled Correctly (WSC), and Correct Word Sequence (CWS). Data were analyzed by grade level and gender. Result

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11

Hartquist, Sara Marie. "The validity of curriculum-based measurement in written expression for students in special education." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006hartquists.pdf.

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12

Youngman, Elizabeth Anne. "The Development of Curriculum-based Measurement Local Norms in the Area of Written Expression." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/174.

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This project used Curriculum-Based Measurement (CBM) in the area of Written Expression to establish district norms for Bowling Green City Schools. CBM uses brief fluency measures as indicators of students' academic performance. With the use of CBM, it is possible to identify students who are considered to be at-risk for educational performance. AIMSweb probes were used to assess 1,565 first through fifth grade students from five elementary schools within the Bowling Green Independent School District. Performance was scored using the three most common scoring indices: Total Words Written (TWW),

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13

Schrader, Morgan L. "Curriculum Based Measurement-Written Expression: Effects of Choice and Interest on Third Graders’ Writing." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1490.

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Curriculum-Based Measurement (CBM) has many effective uses in the school system and its use is increasing. Most CBM research focuses on the area of reading and little on writing. Only one study was found that examined the effects of choice in story starters on students’ writing performance, and a few studies examined the effects of interest level of writing topics, although none using CBM as a measure. Past research has indicated girls score significantly higher on CBM measures of writing than boys. This study investigated if choice and interest level in a story starter topic have an effect on

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14

Spears, Sara Marie. "The criterion-related validity of curriculum-based measurement in written expression across education levels." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002spearss.pdf.

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15

Carey, Ashley. "Alternate Forms Reliability for Written Expression Probes." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1410.

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The use of Curriculum-Based Measurement (CBM) in schools continues to increase, as it is a useful brief assessment of students’ basic academic skills. CBM measures are used for multiple tasks such as identifying students at-risk, creating local norms, monitoring students’ progress during interventions, and assisting with special education eligibility determinations. Much of the research has focused on CBM in the areas of math and reading. Relatively few studies have examined the area of CBMWritten Expression. Even fewer studies exist exploring the reliability among alternate writing forms. Thi

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16

Samanich, Tracy Tucker. "Effectiveness of idea-generating questions used in written expression as measured through curriculum-based measurement." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407507105.

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17

Montgomery, Shelby. "A Review of Written Expression Curriculum-Based Measurement with a Focus on English Language Learners." TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3145.

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The purpose of this study was to review the literature on English Language Learners and written expression curriculum-based measurement. In recent years, there has been little research completed in the area of curriculum based measurement for writing for English Language Learners. A systematic review of the literature was conducted and all available literature on the use of written expression curriculum-based measurement since 2006 was identified and reviewed. Given the increasing diversity in our schools, particularly non-native English speakers, this review focused on studies including this

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18

Szydelko, Diane. "The development of a written language curriculum utilizing a writing process approach for fourth grade students." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/362.

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19

Can, Gulfidan. "A Model for Doctoral Students' Perception and Attitudes toward Written Feedback for Academic Writing." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/227.

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The purpose of this study was to investigate social science doctoral students' perceptions and attitudes toward different characteristics of written feedback and written feedback providers for their academic writing. Moreover, it aimed to provide an explanatory model to describe the relationships between these perceptions and attitudes, students' revision decisions, and other potentially relevant factors in their written feedback practices. The investigation was informed by two theoretical frameworks: principles of instructional design and conditions of learning, and situated learning and comm

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20

Havlin, Patricia. "Examining Secondary Writing: Curriculum-Based Measures and Six Traits." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13236.

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Writing assessments have taken two primary forms in the past two decades: direct and indirect. Irrespective of type, either form needs to be anchored to making decisions in the classroom and predicting performance on high-stakes tests, particularly in a high-stakes environment with serious consequences. In this study, 11th-grade students were given a classroom assessment in which they had 1 minute to think and 3 minutes to write. Student work was scored for correct word sequence (CWS), total words written (TWW), and correct minus incorrect word sequence (CIWS). Students were also given a high-

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21

Newton, Jill. "Discourse analysis as a tool to investigate the relationship between written and enacted curricula the case of fraction multiplication in a middle school standards-based curriculum /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph.D.)--Michigan State University. Curriculum, Teaching, and Educational Policy, 2008.<br>Title from PDF t.p. (viewed on July 13, 2009) Includes bibliographical references (p. 275-279). Also issued in print.

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22

Brunner, Melissa A. "THE EFFECTS OF STORY MAPPING AND INCENTIVES ON MULTIPLE MEASURES OF WRITING PROFICIENCY." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1280789408.

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23

Zabarjadi, Sar Hora. "Ethical education for a multicultural society: A sociological study of the potential of purpose-written curricular resource materials." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/92511/1/Hora_Zabarjadi_Sar_Thesis-1.pdf.

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Multicultural social policies were formulated in Australia during the 1970s in response to challenges that had arisen the wake of a large-scale immigration program. Given recent intensification and diversification of immigrant intakes, however, understandings of multiculturalism have been contested repeatedly while new social demands have been made of the policy. In this context, questions have been raised about the adequacy of multicultural ethical education in Australian schools. These concern not only the type of ethics taught, but also the emphasis placed on ethics per se. This study emerg

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24

Bauer, Liselott. "En empirisk studie : Om att arbeta med skriftspråket utomhus på I Ur och Skurförskolor." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14405.

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I Ur och Skur preschools base their teaching on outdoor activities and all educators are called leaders, disregarding their educational background. The purpose of this study is to find out how the leaders of six I Ur och Skur preschools are working, specifically with the written language, in the outdoors environment. The study discusses the concept of literacy, methods leaders use and the advantages and disadvantages they experience with outdoors education and the thoughts they have about outdoor activities. The basis for this study is the objective pursued in the curriculum: "preschools shoul

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25

Littleton, Brenda Jean. "College-level reading and writing: Considering curriculum from a postmodern perspective." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2912.

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This project presents qualitative investigations into the relation of science systems to education systems, and suggests post modern constructs as models of systemic change, with application toward reading and writing literacy for the college-level adult learning.

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26

Andrade, Elenise Cristina Pires de. "A superficie ex-cri(p)ta em professores e professoras : curri, corre, colares, dores simulando silencios ensurdecedores." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252952.

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Orientador: Antonio Carlos Rodrigues de Amorim<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-07T21:25:01Z (GMT). No. of bitstreams: 1 Andrade_EleniseCristinaPiresde_D.pdf: 5923021 bytes, checksum: a7a1f833a292b60cf9cfd8428292319d (MD5) Previous issue date: 2006<br>Resumo: Resmas que se resumem em restos Tu és pó e ao pó ¿reverteres¿ que se estrangulam e se repetem e a mim desde dentro produzindo a diferença pura. Em verdade é só isso que queres Fluxos e movimentos em silêncios ensurdecedores de uma quase-tese escrita por

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27

Sawyer, Wayne, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education and Early Childhood Studies. "Simply growth? : a study of selected episodes in the history of Years 7-10 English in New South Wales." THESIS_CAESS_EEC_Sawyer_W.xml, 2002. http://handle.uws.edu.au:8081/1959.7/379.

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Calls for increased attention to subject-specific histories have been somewhat insistent in the last two decades. An important emphasis in these calls has been for attention to the history of the 'preactive curriculum' as represented, for example, in Syllabus documents. English has been a particular case in these arguments- a case which often revolves around defining the subject itself. Others have argued further that subject-specific history is usually centred in detailed local, historical studies of the recent past. In attempting to address these issues, this study sets out to answer the que

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28

Cal, Gabriel. "Opportunity to Learn (OTL) and the Alignment of Upper Division Mathematics Learning Outcomes, Textbooks, and the National Assessment in Belize." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3027.

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29

Rosa, Douglas Corrêa da. "Encaminhamentos de produção de textos nos anos iniciais: um exercício de escrita ou uma atividade de interação?" Universidade Estadual do Oeste do Parana, 2014. http://tede.unioeste.br:8080/tede/handle/tede/2365.

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Made available in DSpace on 2017-07-10T18:55:38Z (GMT). No. of bitstreams: 1 Douglas Rosa.pdf: 1989230 bytes, checksum: cd768c7235b73e69c4110adec96cd12d (MD5) Previous issue date: 2014-03-20<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>By examining studies that reflect on the teaching of Portuguese Language (LP) , we find that since the 1980 s a significant change in conceptions of teaching and learning of the mother tongue is happening . One such change refers to the practice of producing texts in school, the subject of this research. Writing before worked in mechanical

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30

Burke, Edward C. "Meaning Negotiated Through Independently-Written Summaries and Oral Academic Conversations: Enhancing Comprehension of Science Text by Ninth-Grade, English Learners." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3008.

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English Learners experience challenges related to comprehension of science text particularly at the high school level. The language of science differs significantly from that of conversation and expository text. Students benefit from collaborative interpretation of readings. Additionally, there appears to be a need to train adolescents in the oral language skills requisite for academic discourse. This study employed a sample of high school physical science students (N = 75) whose first language was Spanish and who were currently developing English language proficiency. It used quasi-experiment

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31

Rodrigues, Francisca Lima. "O CURRÍCULO ESCOLAR E A CONSTRUÇÃO DA CULTURA ESCRITA NA ALFABETIZAÇÃO: UM ESTUDO VOLTADO PARA O 1° E 2° ANOS DO ENSINO FUNDAMENTAL." Universidade Federal de Santa Maria, 2008. http://repositorio.ufsm.br/handle/1/6843.

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This study is part of the researching field of Curriculum, Teaching and School Practices of the Education Master s Degree course at Universidade Federal de Santa Maria and aims at comprehending the organization of the written language teaching in the 1st and 2nd grades of the Elementary School and its relationship between the construction of the written culture in literacy. In order to achieve the goals proposed and obtain an approach to the research problem we searched in the qualitative approach of research, more precisely in the multiple case study, for aids to the development of the inve

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32

Marco, Galindo Maria Jesús. "Enginyeria curricular del sistema d’ensenyament-aprenentatge de la competència comunicativa escrita en els plans d’estudi TIC de la UOC." Doctoral thesis, Universitat Oberta de Catalunya, 2013. http://hdl.handle.net/10803/145070.

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La importància de la competència comunicativa escrita per als professionals de l'àmbit TIC està àmpliament referida en la literatura científica, que deixa constància de les mancances de molts professionals a l'hora de presentar informes, projectes o qualsevol altra comunicació. Malgrat la percepció generalitzada d'aquesta situació, els plans d'estudi de les carreres TIC, sobretot en el context europeu, han plantejat poc o gens la formació en aquesta competència. No és fins fa poc, durant la darrera dècada, que aquesta tendència ha començat a canviar a conseqüència de la progressiva adaptació d

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33

Sawyer, Wayne. "Simply growth? : a study of selected episodes in the history of Years 7-10 English in New South Wales." Thesis, View thesis, 2002. http://handle.uws.edu.au:8081/1959.7/379.

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Calls for increased attention to subject-specific histories have been somewhat insistent in the last two decades. An important emphasis in these calls has been for attention to the history of the 'preactive curriculum' as represented, for example, in Syllabus documents. English has been a particular case in these arguments- a case which often revolves around defining the subject itself. Others have argued further that subject-specific history is usually centred in detailed local, historical studies of the recent past. In attempting to address these issues, this study sets out to answer the que

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34

Principato, Angela M. "Readin', Writin', an' 'Rithmetic| Literacy Strategies in High School Mathematics." Thesis, Wayne State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10257666.

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<p> Stagnant growth on national standardized tests in mathematics and reading and a focus on disciplinary literacy in the Common Core State Standards in ELA, history/social studies, science, and technical subjects has prompted a resurgence in utilizing literacy strategies in the content areas in high school. While literacy standards in mathematics are not explicitly identified in the Common Core State Standards, there may be a place for the use of literacy strategies in high school mathematics. This study explored the relationships between students’ mathematics and reading achievement sc

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35

Kiser, Charlene. "To Write or Not to Write: A Look at Faculty Use of Writing at a Small Liberal Arts College." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28035.

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Although it may not seem possible that a student could graduate from an Ivy League institution without basic writing skills, a 2003 Chronicle of Higher Education article concluded that it is not only possible, but that it does happen. Some students are actually suing colleges and universities because they do not believe they have been taught the skills necessary to succeed in the area of written communication. This deficiency reflects poorly on universities, and even small liberal arts colleges are not exempt from this problem. This dissertation was driven by a desire to learn how professors

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36

Medearis, Linda L. (Linda Lee). "The Written Production of Four Kindergarten Children in a Whole Language Classroom: Frequency, Function, and Form." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332432/.

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The problem of this study was to describe, analyze, and compare the effects of learning centers and curricular themes upon the writing production of four children within a kindergarten classroom which followed the whole language approach. This study was conducted in a public school. Four subjects were identified from the administration of the Book Handling Knowledge Task. Using the qualitative research method of case studies, the teacher-researcher kept observational notes concerning the writing behavior of the subjects. The written compositions of the subjects were collected daily throughout

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37

Lindle, Rachel L. "LEARNING TO RETELL STORIES THROUGH COMPARATIVE TEACHING: WRITING AND DRAWING." UKnowledge, 2014. http://uknowledge.uky.edu/art_etds/7.

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Students who are emergent readers and writers are often difficult to assess, as they are unable to communicate understanding in writing. From my observations, these students communicate ideas best through concrete forms of expression, rather than the abstract formation of letters and writing that is unfamiliar to them. Drawing provides an alternate form of expression from writing. Based on information found in literature review and personal experiences from working with students who are emergent readers and writers, pictures and drawings are a bridge to communicate ideas with these students. T

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Avery, Allison A. "Ohio Secondary Art Teachers' Attitudes Concerning Issues of Sexism and Heterosexism within their Written and Hidden Curriculums: A Mixed Methods Study." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1250604290.

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Thesis (M.A.)--Kent State University, 2009.<br>Title from PDF t.p. (viewed Mar. 31, 2010). Advisor: Linda Hoeptner-Poling. Keywords: Art Education; Education; Equity; LGBTQ; Sexism; Heterosexism; Homophobia; Secondary Education. Includes bibliographical references (p. 142-145).

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Baisden, Michelle. "Enhancing the aesthetic response and learning in the drama classroom." Thesis, Queensland University of Technology, 2003.

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This enquiry is a conceptual study that challenges the ways that teachers and students learn about the creative process of Responding as defined in the Queensland Senior Drama Syllabus 2001. During the term of this research I have been challenged to rethink my attitudes to responding by contemplating new experiences and opportunities to enable my drama students to engage fully with live theatre. Theatre visits are integral components of learning about drama and they do not necessarily entail assessment. However, the subject of this enquiry is in part about the assessment of the Responding

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Porter, Diana L. "The impact of interactive read alouds of Orbis Pictus nonfiction on sixth graders' oral and written responses during integrated curricular units /." Search for this dissertation online, 2006. http://www.lib.umi.com/cr/ksu/main.

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Zarlengo, Tanya P. "No One Wants to Read What You Write: A Contextualized Analysis of Service Course Assignments." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7993.

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This dissertation takes a systematic approach to answering the question of what services course assignment should accomplish in curricula by looking at the assignment from a contextual perspective that takes into consideration the programmatic factors in which the assignment circulates. The dissertation accomplishes this work by studying curricular artifacts, to include course syllabi and assignment descriptions, as well as textbooks. Additionally, interviews with program administrators and textbook authors are analyzed. The results of this analysis posit a programmatic network that visualizes

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42

Hui-Bon-Hoa, Max Lin. "Teaching Hong Kong Chinese students to read and write about English literature : a proposal for curriculum renewal." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10006601/.

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Murphy, Marilyn Anne. "Learning to Write with Metaphor: The Effects of a Unit on Writing with Metaphor on the Levels of Engagement of Two Fifth-Grade Classes." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/2396.

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CITE/Language Arts<br>Ed.D.<br>The need for improved student achievement in writing is well-documented across all grades and scores continue to show slow gains. The evidence is clear that one way to improve student achievement is to increase engagement. Engaged students not only do better in school, but think of themselves as better students and are perceived by others, including their teachers, to be more successful. This study looks at a writing program based on the use of metaphor, and measures changes in student engagement before and after the writing lesson. It also looks at the writing p

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Sloan, Philip J. "Assembling the identity of "writer"." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416523281.

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45

Hurley, D., Ryan Andrew Nivens, Rosemary Geiken, and Renée Rice Moran. "How to Write a Successful RDC Grant for Funding: Lessons from a Panel of Awardees." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/241.

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VanDerHeide, Jennifer Lynn. "How High School Students Learn to Write Literary Arguments through Social Interactions: An Apprenticeship." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405075067.

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Moon, Do-Sik. "Impact of contract learning on learning to write in an EAP class : case studies of four international graduate students' experience /." Urbana, Ill. : University of Illinois, 2007. http://proquest.umi.com/pqdweb?did=1481657971&sid=1&Fmt=2&clientId=36305&RQT=309&VName=PQD.

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Bellotti, Andreia Alvim. "Tecnologias digitais: a apropriação pelos professores dos anos iniciais do ensino fundamental na prática pedagógica e a relação com a proposta curricular de língua portuguesa do município de Juiz de Fora." Universidade Católica de Petrópolis (UCP), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/6559.

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Kastner, Stacy. "Identity Chats: Co-Authorized Narratives and the Performance of Writerly Selves in Mass-Multiliterate Times." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1370452658.

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Caffieaux, Christine. "L'entrée dans l'écrit: influence des pratiques d'enseignement à l'école maternelle." Doctoral thesis, Universite Libre de Bruxelles, 2007. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210586.

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