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Rozprawy doktorskie na temat „Primary teaching of literature”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 20 lutego 2023

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1

Ranney, Melinda Meek. "Teaching Disadvantaged Children Through Literature." UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/88.

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This paper concentrated on the teaching of economically disadvantaged children and the importance of reading aloud to these children. The traditional language program was found to be ineffective for disadvantaged first-grade children. A modified language plan was implemented in a classroom of disadvantaged first-grade students. This plan consisted of two units and involved the reading aloud of literature and language-related activities. Results indicated these students learned more effectively from units of study centered around literature.

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Newton, Susan Sublett. "Integrating social studies and literature using folktales." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/583.

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Andrews, Ann E. "Key elements of a quality literature program." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1122.

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4

Von, Kleist Janelle I. "Implementing literature-based curriculum in primary grades." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/580.

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Heffernan, Janet Margaret. "Developing an aesthetic stance in a primary literature program." Thesis, Queensland University of Technology, 1995.

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This study documents the steps involved in the implementation of a response-based literature program in a year six classroom within an Independent boys' school. A response-based literature program encourages personal transactions with literary works before any objective analysis of such texts (Rosenblatt 1978). The results of this study are intended to form the theoretical basis of the literature curriculum within the school. As part of the study, a review of the commercially-produced literature based reading scheme currently used in the school was conducted. The review showed that the teach

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6

Chartier, Mary K. "Multicultural literature through the magic of storytelling." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/737.

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Rondeau, Carol Tripoli. "Tell me a story about feathers: Teaching discipline through literature." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2735.

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This project contends that the instructional time given to language arts is the appropriate time to teach discipline. Sample lesson plans incorporating the teaching of discipline into California's third grade curriculum are offered to inspire and inform educators to become teachers of self-discipline.

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8

Kothlow, Kathryn Dellert. "The integration of literature with kindergarten social studies." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/830.

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Gomez-Schardein, Diana. "Integrating literature across the first grade curriculum through thematic units." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/710.

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10

Russo, Iris Jackeline. "The impact of children's literature on the environmental awareness of a population of second grade students." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3348.

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This project aimed at helping second grade children gain environmental sensitivity and awareness by infusing the existing English Language Arts curriculum with environmental activities. The purpose is to demonstrate how one can infuse the California state's mandated curriculum, Houghton Mifflin, with children's literature in order to promote environmental sensitivity and awareness.

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11

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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12

Weir, Rosanna McCoy. "Using cooperative learning with literature to enhance social development in the primary grades." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/760.

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Pender, Debra J. "Integrating science through literature." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/724.

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14

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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15

Mensinger, Glennis Esta. "Bridging the curriculum through literature." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/804.

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This project promotes the use of literature groups based around a theme. In trying to meet the requirements of the California state framework, to integrate the subjects, this project contains two thematic units. Although the themes were designed for second and third grade, the two thematic units may be used as a guide to help teachers implement the thematics teaching approach into their classrooms.

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16

Birrell, Susan Lee. "Incorporating "gay friendly" literature into your current first grade literature-based reading program." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/677.

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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

Libby, Cynthia B. "Literature and writing in kindergarten: A thematic approach." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/751.

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19

Mattera, Carole Anne, and Patricia Anne Atherton. "A thematic guide involving students in literature-based activities utilizing animals." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/943.

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20

Olbers, Jenny. "The use of oracy skills when teaching English to Swedish speaking primary school pupils." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-82965.

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This study aims to understand in what way focused verbal exercises improve pupils’ overall expressive understanding of English together with their use of extramural English. The study took into consideration and demonstrated that learning and acquisition of an additional language appears to happen both consciously and subconsciously. The tasks carried out in this study strengthened pupils’ abilities and confidence for oracy in the classroom in conjunction with being modelled by their English teacher. This was achieved through short verbal exercises, with a focus on sentence structure. The stud

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21

Moore, Wendy M. "Clever talk : using literature to boost vocabulary through explicit teaching in early childhood." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/685.

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Vocabulary knowledge is an important predictor of literacy and broader academic outcomes. Children’s literature is a rich source of sophisticated vocabulary, and this study investigated the efficacy of boosting word learning by incorporating explicit instruction approaches into story-book read-aloud sessions. This design-based research study sought to compare two models: teaching a greater number of word meanings more briefly and teaching fewer words in greater depth. Six schools from low SES areas participated, with the main intervention program running for three 6 week blocks. Overall, both

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22

Baynham, Carolyn M. "Literature at the Primary Level Depicting a Positive Image of the Elderly: A Bibliography." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/677.

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It is the purpose of this study to compose a bibliography of primary level books and/or stories that depict a positive image of the elderly. Various procedures were used to gather selections of reading material for primary level children which portray this image. The following were the methods used for this compilation. Numerous reference books which categorize children's books under related topics were examined. Approximately thirty-five letters were submitted to various organizations which deal with the elderly population asking for information or sources regarding this topic. Letters were a

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23

Sudan, Brenda Naimah. "Multicultural literature based reading program." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/584.

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24

Duffett, Kristen Gayle. "Integrating literature and California history in fourth grade social studies." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1853.

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25

Shand, Coral Jean, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education and Early Childhood Studies. "Primary school teachers integrate electronic storybook software into their teaching/learning practices through addressing issues of pedagogy, organisation and management." THESIS_CAESS_EEC_Shand_C.xml, 2002. http://handle.uws.edu.au:8081/1959.7/577.

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The combination of literature and technology provides a powerful scenario for learning and it is made a reality through the use of electronic storybook software. This study concentrates on the everyday decisions made by teachers concerning why, how and in what way learning occurs in their classroom. Three case studies show how primary teachers engaged in action research to introduce electronic storybooks into their classrooms, monitoring changes in pedagogy, organisation and management. It is confirmed that teachers can integrate electronic storybooks into their classroom practices to create e

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Shand, Coral Jean. "Primary school teachers integrate electronic storybook software into their teaching/learning practices through addressing issues of pedagogy, organisation and management." Thesis, View thesis, 2002. http://handle.uws.edu.au:8081/1959.7/577.

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The combination of literature and technology provides a powerful scenario for learning and it is made a reality through the use of electronic storybook software. This study concentrates on the everyday decisions made by teachers concerning why, how and in what way learning occurs in their classroom. Three case studies show how primary teachers engaged in action research to introduce electronic storybooks into their classrooms, monitoring changes in pedagogy, organisation and management. It is confirmed that teachers can integrate electronic storybooks into their classroom practices to create e

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27

Risley, Robert Michael Kevin. "A proposal for using a literature-based functional curricula for primary moderate cognitively delayed learners." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1864.

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Shand, Coral Jean. "Primary school teachers integrate electronic storybook software into their teaching/learning practices through addressing issues of pedagogy, organisation and management /." View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031001.112139/index.html.

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Celaya, Lannette Christine. "Literacy instruction in the all-day kindergarten program." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1584.

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This project begins by looking at kindergarten from a historical perspective. It reviews research relating to all-day kindergarten and half-day kindergarten programs. It demonstrates that increased instructional time is beneficial especially for those low-achieving or disadvantaged students.

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30

Haschick, J. D. "The fellowship experience : an investigation into the shared exploration of children's fiction by teacher and pupils in the senior primary school." Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001440.

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31

Gillette, Louise M. "A summer reading program for kindergarten through second grade utilizing whole language and literature-based instruction." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/326.

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32

Dodds, Karen Page Kalmbach. "The Wonderful World of Dr. Seuss: A Group Interpretation Script for the Primary Classroom." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc500525/.

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This thesis proposed the idea of oral interpretation of children's literature as a pedagogical tool in the primary classroom. A group interpretation script entitled "The Wonderful World of Dr. Seuss" was compiled for performance in the primary classroom as a viable vehicle for teaching children to understand and appreciate literature. The script was evaluated by qualified teachers in the areas of English, oral interpretation, and elementary education as well as a critical analysis by the author. The thesis concluded that oral communication is necessary in the primary grade and that group inter

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33

Caeiro, Vanessa. "A poesia como indutora da gestão integrada do currículo." Master's thesis, Instituto Politécnico de Setúbal. Escola Superior de Educação, 2017. http://hdl.handle.net/10400.26/19945.

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Relatório de Estágio (componente de investigação) do mestrado em Educação pré-escolar e ensino Do 1º ciclo do Ensino Básico<br>O presente estudo, desenvolvido no âmbito do Mestrado de Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico, incide sobre a descrição e análise reflexiva sobre uma intervenção pedagógica em contexto de estágio numa turma de 2.º ano de escolaridade do 1.º Ciclo do Ensino Básico. Esta intervenção permitiu desenvolver uma abordagem interdisciplinar dos conteúdos programáticos tendo como indutora a Poesia para a Infância, visando a criação de situações onde fosse

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34

Barrett, Mark Douglas. "Teaching language arts in third grade with HyperStudio, an interactive computer program." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/849.

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35

Raoano, Malesela Joel. "Improving learners Mathematics problem solving skills and strategies in the intermediate phase : a case study of primary school in Lebopo Circuit." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1761.

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Thesis (M. Ed. (Mathematics Education)) -- University of Limpopo, 2016.<br>The purpose of this study was to examine learners’ mathematical word problem solving skills and strategies in Intermediate Phase. The study was prompted by Grade 6 learners’ poor performance in the cognitive area, non-routine mathematical word problems, as revealed in Annual National Assessment reports of 2011, 2012, 2013 and 2014. The study followed action research collaborative method involving 26 Grade 6 learners and their mathematics educator. The school is a rural primary school categorised under quintile two. Prob

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36

Van, der Mescht Caroline. "Positions on the mat : a micro-ethnographic study of teachers' and learners' co-construction of an early literacy practice." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004333.

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This thesis reports on research into micro-interactions within the reading literacy event Reading on the Mat in three Grade One classrooms. This event is the core of literacy learning in Foundation Phase classrooms in formerly ‘white’, government-funded primary schools in the Eastern Cape, South Africa, and takes place daily for every child. It is literacy practice resembling Group Guided Reading. The research focused on teachers’ identity-forming decisions, actions and discourses as a way of examining micro-interactions within the literacy event. Hymes’s work on the ethnography of communicati

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37

Hafiz, Zahedah Abdul. "An investigation of the use of children's literature in Key Stage 1 teaching in Cardiff with specific reference to its possible use in Malaysian primary English language classes." Thesis, Cardiff Metropolitan University, 2002. http://hdl.handle.net/10369/7395.

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This study has been undertaken because of concern about falling standards of English proficiency among school children in Malaysia. It has set out to investigate whether the use of children's literature as a resource in the teaching of English might help in arresting this decline. A review of literature pointed to the link between reading literature and language learning. Learning a language is clearly more than acquiring a set of discrete skills. It involves the mastery and interplay of listening, speaking, reading and writing skills. The knowledge about language that comes from reading child

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38

Wilcox, Gladys M. "The challenge: Effective learning through whole language, literature, thematic units and the social science framework for third grade." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/850.

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Chan, Kong Chuk-ling Stella, and 陳江祝齡. "Paired reading: a comparison of the effectiveness of student teachers and peers in the tutoring of poorChinese readers in a primary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627760.

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Daniels, Nicolette Deidré. "The promotion of scientific literacy within a museum context." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1343.

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Currently South African museums are faced with the challenge of evaluating and transforming their roles and functions as a response to changing national educational needs. The purpose of this study was to investigate whether aspects of the integrated strategies approach to promoting scientific literacy can be successfully employed in a museum context. The approach was used as part of the education programmes at the Port Elizabeth Museum School (Bayworld) and mixed methods were used to gather qualitative and quantitative data on the teachers’ ability to adopt the strategy. Data were also genera

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41

Amat, Castells Vanesa. "Aprendre a valorar les lectures literàries. Anàlisi d'una intervenció didàctica a cicle inicial." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/368233.

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Aquest estudi se centra en la planificació i l’anàlisi d’una intervenció didàctica, que té l’objectiu de promoure l’aprenentatge de valorar les lectures literàries al primer cicle d’educació primària. Es parteix de la consideració que aprendre a valorar les obres i a expressar, oralment i per escrit, els judicis sobre les lectures és clau en el desenvolupament de la formació del lector literari. L’objectiu principal és conèixer de quina manera una intervenció didàctica, que consisteix en la lectura d’un àlbum, la conversa sobre l’obra i l’escriptura de textos valoratius, i que inclou la propos

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42

Antas, Vanessa Linhol. "Prática de ensino supervisionada em Pré-escolar e 1.º ciclo do ensino básico: aprender ciências com a literatura para a infância." Master's thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/17658.

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A elaboração do presente relatório, decorrente da prática de Ensino Supervisionada em Pré-escolar e no 1.º Ciclo do Ensino Básico, assume-se como resultado final de uma experiência formativa moldada pela observação e intervenção. Ressalto que este trabalho pretende evidenciar a importância das ciências e da Literatura para a Infância no processo educativo, refletindo-se sobre as potencialidades da articulação entre os domínios do conhecimento enunciados enquanto meio impulsionador de aprendizagens significativas. Neste sentido, apresento um quadro teórico que fundamenta o relevo da temática ao

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43

Tapia, López Paola Tatiana. "La narrativa para niños y jóvenes: Una aproximación a su uso en las aulas en Enseñanza General Básica en Chile." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/382625.

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El presente estudio se basa en identificar la concepción que tienen cuatro profesoras de Educación General Básica de tercero y cuarto año de la región del Biobío en Chile, sobre el uso de narraciones de Literatura Infantil y juvenil y cómo dicha concepción se refleja en las actividades que desarrollan en el aula. La metodología más idónea para conseguir los objetivos propuestos y para poder dar respuesta a las preguntas formuladas se sitúa en el ámbito de la investigación etnográfica, ya que se intenta describir y reconstruir de forma sistemática y detallada uno de los ámbitos de la vida so

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Button, Dianne. "Men and primary teaching." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299729.

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Jelena, Stefanović. "Rodni stereotipi u romanima lektire drugog ciklusa osnovne škole." Phd thesis, Univerzitet u Novom Sadu, Asocijacija centara za interdisciplinarne i multidisciplinarne studije i istraživanja, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=101600&source=NDLTD&language=en.

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U radu se, primenom feminističke književne kritike, analiziraju rodni stereotipi u svih četrnaest romana iz lektire za drugi ciklus obrazovanja. Pokazuje se da su rodni stereotipi prisutni u različitim aspektima ovih romana, kao &scaron;to su zastupljenost i konstrukcija likova, sadržaj i način oblikovanja priče. Takođe, predstavljaju se metodički modeli nastavnih interpretacija ovih romana, koji uvažavaju rodnu perspektivu. Primena ovih modela omogućava da učenice i učenici prepoznaju rodne stereotipe, razumeju njihovu funkciju i zauzmu kritički odnos prema njima.<br>The dissertation analyzes

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46

Macknight, Vicki Sandra. "Teaching imagination." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7035.

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This thesis is about the teaching imagination. By this term I refer to three things. First, the teaching imagination is how teachers define and practice imagination in their classrooms. Second, it is the imagination that teachers themselves use as they teach. And thirdly, it is the imagination I am taught to identify and enact for doing social science research.<br>The thesis is based upon participant-observation research conducted in grade four (and some composite grade three/four) classrooms in primary schools in Melbourne, a city in the Australian state of Victoria. The research took me to f

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47

Hudson, Peter. "Mentoring for effective primary science teaching." Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/16002/1/Peter_Hudson_Thesis.pdf.

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Primary science education is a key area in the curriculum, yet primary science education is still less than adequate, both in the number of teachers implementing a primary science syllabus and the quality of primary science teaching. Mentoring may support both teachers in their roles as mentors and preservice teachers as mentees to develop their primary science teaching practices. This research investigated mentoring for developing preservice teachers of primary science, which was divided into two stages. Stage 1 was concerned with the development of an instrument aimed at measuring pre

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Hudson, Peter. "Mentoring for effective primary science teaching." Queensland University of Technology, 2004. http://eprints.qut.edu.au/16002/.

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Primary science education is a key area in the curriculum, yet primary science education is still less than adequate, both in the number of teachers implementing a primary science syllabus and the quality of primary science teaching. Mentoring may support both teachers in their roles as mentors and preservice teachers as mentees to develop their primary science teaching practices. This research investigated mentoring for developing preservice teachers of primary science, which was divided into two stages. Stage 1 was concerned with the development of an instrument aimed at measuring preserv

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49

Papastamatis, Adamantios. "Teaching styles of Greek primary school teachers." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278909.

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Sigel, Deena. "Teaching Midrash explicity in the primary school." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020576/.

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Midrash (classic rabbinic interpretation of Hebrew Scripture) is taught alongside Scripture in Bible classes throughout the Jewish world in the primary school. Because Jewish tradition holds that rabbinic interpretation of Scripture should always be taught together with Scripture the teaching of midrash is viewed as part of the initiation of the student into Jewish sacred texts and into Jewish literacy. Traditionally children encounter midrash commentary when it is quoted or paraphrased by Rashi, Rabbi Solomon ben Isaac of the eleventh century, whose commentary on the Pentateuch is the most wi

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