In the last 20 years there has been a significant amount of research done on the topic of culturally relevant and culturally responsive pedagogy (Brown-Jeffy & Cooper, 2011; Gay, 2000; Ladson-Billings, 1995; Lipman, 1995; Maina, 1997). The purpose of my research was to learn what factors influence and inform teachers’ decisions to choose or not choose Aboriginal children’s literature for their classroom libraries and/or instructional purposes. In this study I conducted semi-structured interviews with six teachers in six different northern Manitoba schools, performed a classroom library audit in each of the six classrooms, and distributed a division-wide questionnaire. Findings suggest that even though teachers believe using Aboriginal children’s literature is important, it is not manifesting itself in the purchase and use of Aboriginal children’s literature in their classrooms. This study concludes by confirming the work of McPherson (2009) which suggests that teachers’ decision making processes are a reflection of their level of cultural responsiveness / October 2016

When a joking uncle collects hammer, pliers, and screwdriver to help a child with her loose tooth, the tooth amazingly comes out by itself. / https://dc.etsu.edu/alumni_books/1014/thumbnail.jpg

When a great-aunt dies, a young child finds comfort in being held and in holding, too.

A bear who was there describes three earthquakes in Missouri, in 1811 and 1812, and their aftermath. / https://dc.etsu.edu/alumni_books/1017/thumbnail.jpg

In this study of the relationship between children's literature and Australian culture I make a close textual analysis of the works of Ivan Southall, Eleanor Spence, Colin Thiele and Patricia Wrightson. This analysis is based on a framework of areas of culture as defined in anthropological terms, and includes such categories as the Environment, Social Organization, the Life Cycle, the Family and World View. Each author's work is analysed according to this framework. In a final section on each author I draw together the themes and developments in each author's writing and discuss the cultural insights they provide. In these textual analyses the emphasis is on identifying the culture which these authors reflect in the twenty to twenty-five year period in which they have been writing. I am also interested in identifying those cultural values which the authors promote or attempt to transmit to their readers. In the final chapter I undertake a comparative analysis. First I identify the areas of overlap or of greatest concern on which the four authors focus. These I identify as the Environment, the Family, Adolescence, Consumerism, the 'Other' Australians and Religion. I then compare these areas of focus and the attitudes and cultural values which the four authors reflect and transmit in these areas, with generalizations revealed in other interpretative analyses of Australian culture, including those of Craig McGregor and Ronald Conway. The result of this comparative analysis is striking in terms of the significant aspects of Australian culture which all the authors reflect. At the same time they bring their own personal perspectives to bear on the cultural values which they seek to transmit.

Thesis (Ph. D.)--Johns Hopkins University, 1930. / Vita. Bibliography: p. 22, 30-31.

Thesis (Ph. D.)--Texas Woman's University, 1989. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 173-178).

No description available.

This study examines in detail a variety of adolescent female friendships in twentieth-century British novels, written for both the 'adult' and 'juvenile' reading public, a distinction which I argue is arbitrary, since the relationship between the two is an exceptionally close one. Scholars discussing adolescence this century have tended to ignore the experience of girls, or to reinforce patriarchal stereotypes by presenting girls in marginal and reactionary roles. Until recently, even feminist discourse on friendship has been inclined to focus on adult relationships, or to examine girls in relation to boys. Identifying these tendencies, I explore fiction set in girls' schools and colleges to determine how novelists saw this significant relationship. Girls' schools and colleges represented a significant cultural space for girls and young women to learn to value female companionship. Although most discourse on girls’ school friendships has focused on the 'crush' relationship, I was interested in determining to what extent writers valued 'ordinary' friendships, as an area of life over which girls, earlier this century, were able to exert some autonomy. The girls' school story is the obvious fictional space to celebrate adolescent female friendship in all its complexity. As a genre it has been consistently devalued by critics (perhaps partly because of the very accessibility of the schoolgirl as a cultural image) despite enjoying enduring popularity among readers of all ages, and inspiring several notable novelists to adopt its conventions for their own works, as demonstrated in this study. My approach to the texts discussed here involves a close reading of the text against an awareness of the cultural conditions in which it was produced. As I show, failure to take into account these cultural conditions can lead to misunderstanding the novels and the relationships depicted therein. This study, drawing on a wide variety of texts produced between 1909 and 1990, shows clearly that the novelists concerned were influenced to varying extents by the prevailing ideologies of their times. These ideologies often determine the importance they accord female friendship, the form it takes, and the language they use to discuss it.

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