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This essay explores setting, myth and magic in three of David Almond’s narratives for children: Skellig (2000), My Name is Mina (2010) and A Song for Ella Grey (2015). It looks at how magic influences and changes the way the characters view their local environment. This essay shows myth as a recurring theme in Almond’s narratives, the myths themselves as well as the mythological beings within the stories and how magic is brought to life in the North East setting, making the environment and everyday life extraordinary and magical.

This thesis traces the figure of the idealized child through three of Frances Hodgson Burnett's children's books: Editha's Burglar (1888), Little Lord Fauntleroy (1886), and The Secret Garden (1911). In all three books Frances Hodgson Burnett introduces child characters who have a nuanced understanding of the world around them that allows them to cure the brokenness in the adult world. Burnett's use of the child figure and of illness as a representation of flaws in society reflected increased focus on these topics in the nineteenth century; they also rose from her belief in mind cure. This thesis examines the source of the curative power each protagonist wields, the impacts of their cure, and what the need for cure says about the larger society and the characters themselves. It also emphasizes how this cure was shaped by the children's gender and socioeconomic status. I argue that throughout all three works Burnett's protagonists take on traits of the idealized child to restore the world to her view of the natural world order. In doing this, Burnett reaffirms traditional family structure, separate spheres ideology, and class hierarchy. / Master of Arts / This thesis traces the figure of the idealized child through three of Frances Hodgson Burnett's children's books: Editha's Burglar (1888), Little Lord Fauntleroy (1886), and The Secret Garden (1911). In all three books Frances Hodgson Burnett introduces child characters who have a nuanced understanding of the world around them that allows them to cure the brokenness in the adult world. Burnett's use of the child figure and of illness as a representation of flaws in society reflected increased focus on these topics in the nineteenth century; they also rose from her belief in mind cure. This thesis examines the source of the curative power each protagonist wields, the impacts of their cure, and what the need for cure says about the larger society and the characters themselves. It also emphasizes how this cure was shaped by the children's gender and socioeconomic status. I argue that throughout all three works Burnett's protagonists take on traits of the idealized child to restore the world to her view of the natural world order. In doing this, Burnett reaffirms traditional family structure, separate spheres ideology, and class hierarchy.

The Kohlberg theory of moral development was the basis of a program designed for use in the sixth grade classroom of the public schools. Results of the Kohlberg research and related research were translated into fifteen theoretical assumptions. These assumptions were the foundation or primary consideration in the designing of five activities which could be conducted in the classroom. The five activities were associated with selections from children's literature and arranged to constitute a program which operationalizes the Kohlberg theory of moral development. The program was reviewed for theoretical consistency. The program includes the following types of children's literature: fable, fairy tale, animal story, family story, realistic fiction, minority literature, historical fiction, science fiction, and fantasy. Each unit of literature includes an introduction to the particular type and to the work itself, objectives for the unit, directions for the teacher and five activities which are based on the theoretical assumptions in accord with the particular literary work under study. These activities include: (l) Question/answer—paper/pencil, (2) Peer-led discussion—literature based, (3) Discussion—analogous situation, (4) Role-taking opportunities, and (5) Individual— concrete expression. The literature units also include a method of student evaluation, aids to teacher interpretation and a list of materials needed. An analysis of the curriculum indicates the criteria for adherence of a unit to the theoretical assumptions, an in depth analysis of a sample unit, and a review of the remaining eight units according to the established criteria. / Ed. D.

Thesis advisor: Patrick Proctor / Jacqueline Woodson has been writing for children, young adults, and adults for thirty-two years. She has won numerous national and international awards for her writing for young people. Her books grapple with topics like teen pregnancy and incarceration with sensitivity and compassion. Her young adult literature deserves closer examination for their potential as instructional tools for English teachers. The purpose of this dissertation was to explore the history of African American children’s literature, the nature of Woodson’s contribution to contemporary African American young adult literature, and to make direct links to teaching Woodson’s YA literature in contemporary high school English classrooms. To these ends, this dissertation has three analytic chapters. In Chapter One, I present a history of African American children’s literature to situate Jacqueline Woodson’s work in the tradition of African Americans writing culturally and racially affirming text for Black children. The chapter highlights Black women who were actively writing during the Harlem Renaissance, the Chicago Black Renaissance, and the Black Arts Movement, and whose work undergirds much of Jacqueline Woodson’s success. Specifically, I highlight the works of Jessie Fauset, Effie Lee Newsome, Gwendolyn Brooks, June Jordan, and Virginia Hamilton. In Chapter Two, I analyze a set of young adult literature written by Jacqueline Woodson. Specifically, I analyzed 10 of Woodson’s YA texts with Black girl protagonists through the lenses of Black Feminist Thought, Black Queer Theory, and Black English. I identified three themes that ran through Woodson’s work and were related to the theoretical lenses: (1) claiming and naming oneself, (2) finding community and belonging, and (3) remembering. Finally, in Chapter Three I provide four sample unit plans derived from the analyses in Chapters 1 and 2. The first unit plan uses Woodson’s text as a mentor text for student self-reflection. The second unit pairs Woodson’s text with a text written by Virginia Hamilton to understand the impacts of coal mining. The third unit uses Black Feminist Thought to analyze and compare one of Woodson’s texts with an adult text written by a Black woman. In the final unit plan, students study Woodson’s memoir in verse to understand how authors use their own lived experiences to create stories. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Education should provide the academic support to promote every child's potential. In my experience, schools often neglect the population of gifted students. One way to support any population is to provide books that include positive role models (Purves & Monson, 1984). Therefore, my study will attempt to answer the question: Are gifted students represented in children's literature? In particular, fictional Caldecott Medal books. The copyright dates range from 1938 to 2007. After creating a random sample of Caldccott Medal books, the selections were read and analyzed by the researcher for five specific traits of the gifted. As a means of analyzing these books, I created a schema to determine if the protagonists exemplified any of the gifted traits identified by prior research. My research revealed that out of 26 books, 14 characters were creative, 20 were intellectual, 6 were high achievers, 3 showed academic aptitude, and 4 were in the visual/performing arts. Next, the analysis revealed the protagonist characters were 17 males to 9 females; however, most surprising was the discovery that of all five characters identified as gifted, all were male and over the approximate age of eighteen. Certainly, the dominant educational implication from this study is the need for positive gifted role models that more equally represent both genders and that are school-age children.

The purpose of this research was to examine the effect on students' mathematics achievement and attitudes when children's literature was integrated into the mathematics curriculum. A major goal of the National Council of Teachers of Mathematics (NCTM, 1999; 2000) is for students to increase the amount and quality of their mathematical communication skills. This study researched how children's literature when integrated into mathematics might enrich the fourth grade curriculum and provide meaningful experiences for students to communicate their ideas and reasoning, thereby improving achievement. Through my research, I examined if infusing quality children's literature can improve student achievement and motivation in mathematics with three different treatment groups of fourth grade students. The children's literature treatment group received a mathematics lesson integrating children's literature, the textbook treatment group received a textbook-based lesson, and the control treatment group received no instruction. The results indicated that the students who received a lesson had an increase in student achievement and the children's literature treatment group had the highest student achievement in problem solving. Attitudes across all groups did not improve from the one lesson; thus, further research will need to be conducted to see if multiple lessons can change students' attitudes positively.

Studiens syfte är att synliggöra hur några förskollärare arbetar med barnlitteratur i verksamheten för att främja barns språkutveckling. Vi har intervjuat sex verksamma förskollärare i två närliggande kommuner. Det insamlade materialet har analyserats utifrån ett sociokulturellt perspektiv och dess begrepp: scaffolding, proximal utvecklingszon och medierande redskap.  Resultatet visar att förskollärarna anser att barnlitteratur fyller en viktig funktion i språkutvecklingen och att förskolläraren behöver ha ett stöttande förhållningssätt gentemot barnen, där pedagogen uppmuntrar barnen till läsning, är en aktiv lyssnare till barnens tankar och utmanar barnen på deras nivå i boksamtalen. Barnlitteraturen som förekommer på förskolan är utvald av pedagogerna på förskolan utifrån kartläggningar av barnens intressen, teman som förskolan arbetar med och de språkutvecklingsmässiga behov som finns. En utmaning som förskollärarna nämner är att hitta rätt bok till rätt barn, där boken är vare sig för lätt eller för svår för att barnet ska nå sin proximala utvecklingszon. Förskollärare använder barnlitteraturen som ett redskap för att arbeta med fler ämnesområden, exempelvis matematik och skapande.  En slutsats av studien är att förskollärarna anser att högläsning med boksamtal har en stor betydelse för barns språkutveckling, men att stora barngrupper och tidsbrist påverkar hur barnlitteraturen prioriteras i förskolan. / AbstractThe purpose of the study is to highlight how some preschool teachers workwith children's literature in their activities to promote children's languagedevelopment. We have interviewed six active preschool teachers in twoneighbouring municipalities. The collected material has been analysed from asocio-cultural perspective and its concepts: scaffolding, proximal developmentzone and mediating tools.The results show that the preschool teachers believe that children's literaturefulfils an important function in language development and that the preschoolteacher needs to have a supportive approach towards the children, where theeducator encourages the children to read, is an active listener to the children'sthoughts and challenges the children at their level in the book discussions. Thechildren's literature used in the preschool is selected by the preschool teachersbased on surveys of the children's interests, the themes that the preschool workswith and the language development needs that exist. One challenge mentionedby preschool teachers is finding the right book for the right child, where thebook is neither too easy nor too difficult for the child to reach their zone ofproximal development. Preschool teachers use children's literature as a tool towork with more subject areas, such as maths and creativity.One conclusion of the study is that the preschool teachers believe that readingaloud with book discussions is of great importance for children's languagedevelopment, but that large groups of children and lack of time affect howchildren's literature is prioritised in preschool.Keywords: Children's literature, Language development, Preschool, Readingaloud

Guest author visits are popular events in schools across the United States. Little has been written, however, on a single author doing a single presentation in a school. This study addressed that situation. The study utilized two authors visiting four schools in a large North Central Texas school district.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-02-23T11:28:19Z No. of bitstreams: 1 DEUZÉLIA ROSA GOMES DOS SANTOS.pdf: 1327993 bytes, checksum: dfa2bc86bfc7e25c56b4738151465c71 (MD5) / Made available in DSpace on 2017-02-23T11:28:19Z (GMT). No. of bitstreams: 1 DEUZÉLIA ROSA GOMES DOS SANTOS.pdf: 1327993 bytes, checksum: dfa2bc86bfc7e25c56b4738151465c71 (MD5) Previous issue date: 2016-11-22 / In this research we analyze and analyze the imaginary through the construction, transformation and or deconstruction of the symbols and myths, as well as analyze the rhythms and images enabling the accomplishment of the aesthetic effect in the narrative poem The History of the Spider Leopoldina by Ana Luísa Amaral and the poetic narrative The Young Lady of Marina Colasanti. For the accomplishment of this dissertation the bibliographic research method was used in an analytic-deductive way. Initially we demonstrate the trajectory, construction and evolution of Literature to the Work of Literary Art. Next we draw an overview of Children's Literature; From its genesis to contemporaneity, questioning its existence as subgenre of literature, genre for a specific reader or subliterature. This subject is treated with theoretical support from the critics Nelly Novaes Coelho, Antonio Candido de Mello e Souza and Regina Zilberman. We also present the works and their authors, the body of this dissertation. Symbols and myths are analyzed in the mitochristic view under the aegis of the imaginary theory of Gilbert Durant and Gaston Bachelard in order to understand the question of mythic actualization and its influence on the aesthetic effect. The rhythms and images, with the theoretical support of Paul Valéry and Octavio Paz, are analyzed as an agent of seduction, as a poetic instrument and as significant resources that accentuate and favor the occurrence of the aesthetic effect. At the end of the research we report three real cases that show the concretization of the aesthetic effect. The Theory of Aesthetic Effect discussed in this paper was founded on Wolfgang Iser. / Nesta pesquisa discorremos e analisamos o imaginário através da construção, transformação e, ou desconstrução dos símbolos e mitos, bem como analisamos os ritmos e imagens possibilitando a realização do efeito estético no poema narrativo A História da Aranha Leopoldina de Ana Luísa Amaral e a narrativa poética A Moça Tecelã de Marina Colasanti. Para realização desta dissertação utilizou-se o método de pesquisa bibliográfico de forma analítico-dedutiva. Inicialmente, demonstramos a trajetória, construção e evolução da Literatura à Obra de Arte Literária. Em seguida, traçamos um panorama da Literatura Infantil da sua gênese à contemporaneidade, questionando sua existência enquanto subgênero da Literatura, gênero para um leitor específico ou subliteratura. Esse assunto foi tratado com suporte teórico dos críticos Nelly Novaes Coelho, Antonio Candido de Mello e Souza e Regina Zilberman. Apresentamos, também, as obras e suas autoras, corpora desta dissertação. Símbolos e mitos foram analisados na visão mitocrítica sob a égide da teoria do imaginário de Gilbert Durant e Gaston Bachelard a fim de compreendermos a questão da atualização mítica e sua influência no efeito estético. Os ritmos e as imagens, com suporte teórico de Paul Valéry e Octavio Paz, foram analisados como agente de sedução, como instrumento poético e como recursos significativos que acentuam e propiciam a ocorrência do efeito estético. Finalizando a pesquisa, relatamos três casos verídicos que evidenciam a concretização do efeito estético. A Teoria do Efeito Estético discutida neste trabalho foi fundamentada em Wolfgang Iser.