Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 199-207).

Thesis (Ph. D.)--Florida State University, 2002. / Advisor: Dr. Wendy Bishop, Florida State University, College of Arts and Sciences, Dept. of English. Title and description from dissertation home page (viewed Oct. 6, 2003). Includes bibliographical references.

This thesis examines how a group of culturally and linguistically diverse Toronto secondary students perceive their present and previous writing experiences, ESL instruction and theories about writing in a first and second language. Data analysis included interviews with eight students, participant observations in their ESL classroom, literacy events and analysis of their written texts.

No description available.

The purpose of this study was to begin to define and describe some of the complex intersections between teaching and learning first-year composition with digital portfolios, focusing on the construction, presentation, and assessment processes in one first-year composition course at Ball State University. The study employed a qualitative ethnographic methodology with case study, and used grounded theory to develop a resultant guide to code the data collected through several methods: observation, interview, survey, and artifact assessment.The resultant coding guide included the core categories "reflective immediacy," "reflexive hypermediacy," and "active remediation." With the guide findings indicate several effective "common tool" digital portfolio strategies for both teachers and learners. For teachers: introduce the digital portfolio as early in the course as possible; make connections between digital portfolios and personal pedagogical strategies; highlight rhetorical hyperlinking and constructing navigational schemes; emphasize scalability; create a sustainable support system. For learners: consider the instructor's objectives within the framework of the portfolio; synthesize writing process with course content and portfolio construction; include each component of the writing process in the portfolio. / Department of English

Thesis (Ph. D.)--Auburn University. / Abstract. Includes bibliographical references (p. 74-94).

Thesis (Ph. D.)--Washington State University, December 2008. / Title from PDF title page (viewed on Jan. 22, 2009). "Department of English." Includes bibliographical references (p. 207-222).

Thesis (M.Ed.)--Regis University, Denver, Colo., 2008. / Title from PDF title page (viewed on June 6, 2008). Includes bibliographical references.

Thesis (Ph.D.)--Kent State University, 2007. / Title from PDF t.p. (viewed Mar. 31, 2008). Advisor: David Bruce. Keywords: multiliteracies, multi-modal literacies, language arts education, secondary education, video composition. Includes survey instrument. Includes bibliographical references (p. 169-179).

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 286-298). Also available on the Internet.