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Culturally responsive decision making: choosing and using Aboriginal children's literature in the classroomBurdett, Angela M. 14 September 2016 (has links)
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
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Pulling My Leg: StoryCarson, Jo 01 January 1990 (has links)
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
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You Hold Me And I'll Hold YouCarson, Jo 01 January 1992 (has links)
When a great-aunt dies, a young child finds comfort in being held and in holding, too.
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The Great Shaking: An Account of the Earthquakes of 1811 and 1812Carson, Jo 01 January 1994 (has links)
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
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Australian culture in children's literature : reflections and transmissionsReeder, Stephanie Owen, n/a January 1981 (has links)
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.
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A study of the effect of a course in children's literature upon students' own literary appreciation experimentally determined in a normal schoolCrabtree, Eunice Katherine, January 1932 (has links)
Thesis (Ph. D.)--Johns Hopkins University, 1930. / Vita. Bibliography: p. 22, 30-31.
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The development of children's book reviewing in selected journals from 1924-1984Meacham, Mary, January 1989 (has links)
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).
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Reading interests of children in intermediate gradesAbernathy, Mabel De Foe, 1895- January 1943 (has links)
No description available.
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Girls' school and college friendships in twentieth-century British fictionWilkinson, Sheena Maria January 1998 (has links)
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.
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The portrayal of caring teachers in children's literature a content analysis /Brady, Jane Ellen P. January 2009 (has links) (PDF)
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).
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