Thesis (Ph.D.)--Indiana University, Language Education Dept., 2006. / "Title from dissertation home page (viewed July 5, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2914. Adviser: Jerome C. Harste.

Thesis (M.Ed.)--York University, 2004. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 120-129). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11737

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2446. Adviser: Sarah McCarthey. Includes bibliographical references (leaves 193-200) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2457. Adviser: Chip Bruce. Includes bibliographical references (leaves 342-354) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006. / Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Adviser: Martha Nyikos. "Title from dissertation home page (viewed June 18, 2007)."

Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006. / Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Advisers: Larry Mikulecky; Curtis J. Bonk. "Title from dissertation home page (viewed June 19, 2007)."

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2006. / Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2129. Adviser: Sasha Barab. "Title from dissertation home page (viewed June 21, 2007)."

Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006. / "Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2085. Adviser: Martha Nyikos.

The purpose of this study is to draw together various perspectives into a coherent framework that will identify relative importance of respective factors and developmental changes in accounting for second language (L2) writing. A total of 517 Taiwanese EFL students from four educational levels were recruited for inquiring into the development of EFL writing. Quantitative analyses of writing tasks, vocabulary tests and questionnaires were used to describe and explain the multi-faceted nature of EFL writing in terms of the likely influencing factors. Initially the contributions of respective factors were examined separately. Rhetorical analyses of students' English and Chinese compositions showed there were co-existing positive and negative influences of first language (L1) rhetoric on English writing. Analyses of lexical use and errors in English compositions, plus results from the assessment of two vocabulary tests, indicated that lexical and grammatical knowledge was a critical factor in explaining English writing. Results of students' Chinese writing abilities in relation to English writing proficiency revealed that the transfer of Chinese writing expertise was conditioned by a developed Chinese expertise and a lack of English writing experiences. Findings from the written-speech analysis of English essays suggested a transitional development whereby spoken language was used. Analyses of questionnaires indicated that EFL writing was positively related to attention on the macro-level structure and negatively related to micro-level concerns. Subsequently, integrated analyses were conducted to examine the interplay among these factors. The shared variability of factors contributed a much larger portion to the explanation of developmental changes, suggesting that the development of EFL writing involves the interaction among influencing factors much more than the individual factors themselves. The unique contributions (independent of other interrelated variables) showed that essay length outweighed the other predictors, suggesting a need for instruction to develop the skill of fluency. A determining factor that consistently accounted for English writing performance was the students' levels of English learning and English writing experiences. The implication is that, particularly in the context where writing is neglected for beginning or intermediate learners, there is a need to revitalize writing as a communicative skill in the EFL curriculum. / Subscription resource available via Digital Dissertations only.

Located within the framework of qualitative research (Bogdan & Biklin, 1992; Erickson, 1986), the primary purpose of this study was to describe the characteristics and significant issues related to moving toward a literature-based classroom in a middle school context. More specifically, this study interpreted and analyzed the perceptions of the classroom teacher and her students of the significant aspects of moving toward a literature-based classroom and described the issues and problems related to making that move. A process of observing, interviewing, and audiotaping, videotaping, and participating in classroom events occurred throughout the two phases of this study. The major data sources include field notes and interviews. Secondary sources include students' journals, inquiry booklets and inquiry project artifacts, audiotapings, videotapings, and other related artifacts. Data analysis was based on Glaser and Strauss's (1967) method of constant comparison. Data were analyzed for categories and themes. As these emerged, the data were coded and placed in the corresponding categories and themes. This in turn led to the development and exploration of trends related to this classroom. The analysis was used to develop a "thick description" of the characteristics and issues involved in moving toward a literature-based classroom within a middle school setting. Interpretations of the data include the teacher's understandings of reading and literature, beliefs about teacher as learner, understandings about the inquiry group process and its connections to research; the students' understandings of reading and literature, responding to the literature, making connections with the literature, and participating in inquiry groups; and the problems and issues related to this move, including the emerging role of the teacher, the use of children's and adolescent literature with the students, the students' responses to the literature, and the powerful role of the inquiry groups. Six implications can be drawn from this research. These implications include the characteristics of this particular classroom in moving toward literature-based instruction; the teacher and students as curriculum designers; the teacher, students, and university researcher learning together and individually; the voice of the participants as vital components in research; aspects of literature-based research; and temporal aspects of research methodology.