This item was digitized as part of the Million Books Project led by Carnegie Mellon University and supported by grants from the National Science Foundation (NSF). Cornell University coordinated the participation of land-grant and agricultural libraries in providing historical agricultural information for the digitization project; the University of Arizona Libraries, the College of Agriculture and Life Sciences, and the Office of Arid Lands Studies collaborated in the selection and provision of material for the digitization project.

This item was digitized as part of the Million Books Project led by Carnegie Mellon University and supported by grants from the National Science Foundation (NSF). Cornell University coordinated the participation of land-grant and agricultural libraries in providing historical agricultural information for the digitization project; the University of Arizona Libraries, the College of Agriculture and Life Sciences, and the Office of Arid Lands Studies collaborated in the selection and provision of material for the digitization project.

Determining the effect of pupils' levels of conceptualization of words on reading achievement was the purpose of this study. Levels of conceptualization was measured ona multiple-choice test using three categories of word definitions: abstract, functional and verbalism. The abstract category was interpreted to be abstract conceptualization and consisted of word definitions that involved either synonyms, antonyms or classifications. The functional category was interpreted to be concrete conceptualization and included responses that indicated action or use of a word. Verbalism category included responses that were non-distinguishing or repeated the stimulus word and was considered to be at the concrete conceptualization level.Using stimulus words taken from basal readers, the multiple-choice vocabulary test, named the Levels of Meaning Test, was designed to measure the three levels of conceptualization. Each multiple-choice item included an abstract, functional, and verbalism definition. Students were asked to choose one of the three definitions provided for a stimulus word that they preferred, Satisfactory reliability and validity for the Levels of Meaning Test were found with pilot studies. Vocabulary difficulty in the Levels of Meaning Test was controlled to be no more difficult than fifth grade level, and the test was read aloud to the students to minimize differences in reading ability.Two-hundred-ninety-eight fifth graders from a middle size Mid-western city were tested with the Levels of Meaning Test,. Results on the Levels of Meaning Test were correlated with reading achievement, intelligence, sex, ethnicity, and socioeconomic status. Reading achievement was determined by comprehension and vocabulary subtests of the Gates-MacGinitie Reading Test, Level D. Intelligence was measured with-cthe California Test of Mental Maturity, Short Form, which yielded a verbal, non-verbal, and total I.Q.. Socioeconomic status was rated middle or lower classification according to occupation of head of household. Ethnicity was classed as either white or non-white on the basis of appearance; the non-white population being exclusively Negro. Results of the reading achievement and intelligence test indicated that the sample population approximated national norms in reading ability and intelligence.Correlating responses according to the three levels of meaning with reading achievement resulted in significant correlations, Students who scored high on abstract responses did significantly better on the subtests of the reading achievement test than students who scored high on functional and verbalism responses. Similarly, responses on the Levels of Meaning Test, were positively, significantly correlated with verbal I.Q. Non-verbal and total I.Q. also correlated significantly with levels of meaning though not to the high degree of verbal I.Q..Socioeconomic status was significantly correlated. Middle classification status was positively correlated with responses on the abstract category. Ethnicity was also significantly correlated with the Levels of Meaning Test; white students chose abstract responses more frequently than the non-white students. No significant correlation was found between sex and levels of conceptualization on the Levels of, Meaning Test.Using the multiple regression technique, variables in combination that predicted abstractual levels of conceptualization were high reading achievement, high verbal I.Q., and white ethnicity. Low reading achievement, low verbal I.Q., and non-white ethnicity predicted high scores in the functional and verbalism categories.Results of this study indicated that the ways fifth graders in this sample population conceptualized words were important to reading achievement. Predictive models of students apt to be abstract or concrete conceptualizers were found. Implications for instruction were that concrete conceptualizers should be given special consideration in developing word meaning to facilitate comprehension and subsequent achievement.

Orientador: João Luís Tápias Ceccantini / Banca: Edmir Perrotti / Banca: Juliana Silvia Loyola / Banca: Neuza Ceciliato / Banca: Odil José Oliveira Filho / Resumo: O presente estudo, organizado em dois volumes, analisa seis narrativas juvenis de Pedro Bandeira (1942), organiza a bibliografia completa das obras de Pedro Bandeira desde 1976 a 2010 e agrupa um conjunto de 50 entrevistas concedidas por este autor durante o período ora observado. As narrativas analisadas são: De piolho a garrote (1984); A marca de uma lágrima (1986); O fantástico mistério de Feiurinha (1986); Na colméia do inferno (1991), De punhos cerrados (2005) e Garrote, menino coragem (2009). Estas três últimas narrativas correspondem à reescrita do título de 1984. A análise descritiva destes quatro títulos que correspondem sempre a uma mesma história possibilitou a discussão das diferenças e semelhanças entre as quatro versões e permitiu levantar algumas das razões pelas quais nenhum deles obteve o sucesso de mercado e a crítica favorável alcançados pelos dois títulos lançados em 1986, apesar dos esforços do escritor para que isso ocorresse, reescrevendo continuamente a história original. A análise das narrativas foi realizada com base em conceitos de teóricos da literatura como: Gerard Genette, Claude Brémond, Algirdas Julien Greimas, Vladimir Iakovlevich Propp, Tzvetan Todorov, dentre outros / Abstract: The present study was categorized in two volumes which analyze six juvenile narratives of Pedro Bandeira (1942), organize a complete bibliography from Pedro Bandeira's work from 1976 to 2010, and group a pull of 50 interviews granted by this author during that same period of time. The scrutinized narratives were: De piolho a garrote (1984), A marca de uma lágrima (1986), O fantástico mistério de Feiurinha (1986), Na colméia do inferno (1991), De punhos cerrados (2005), and Garrote, menino coragem (2009). These last three narratives are a rewriting of the title from 1984. The descriptive analysis of these four titles, which always keep up a correspondence to the same story, enabled a discussion between differences and similarities among the four versions, and allowed to raise a few reasons why none of them achieved the market success or the favorable critique accomplished by the two titles released in 1986, despite the writer's effort for that to happen by rewriting the original story repeatedly. The narratives analyses were performed based on literature theoretical concepts such as: Gerard Genette, Claude Brémond, Algirdas Julien Greimas, Vladimir Iakovlevich Propp, Tzvetan Todorov, among others / Doutor

No description available.

Thesis (M.A. (Applied Language and Literacy Education))--University of the Witwatersrand, Faculty of Humanities, 2017 / This study critically analyses a set of folktales from the African Storybook website, which is an open licence digital publishing platform supporting early reading in Africa (www.africanstorybook.org). The selected folktales were mostly written by educators and librarians working in the African Storybook project pilot sites. The folktales were illustrated and published as indigenous African language and English storybooks during 2014 to 2015. The analysis is centrally concerned with the settings in which the folktales take place (with a distinction made between space, place and time), and the age and gender associated with central characters. The analytical tools used and the perspectives applied are drawn predominantly from post-colonial studies, African feminism, critical literacy, broad folktale scholarship, and theory from local – as opposed to global – childhoods. The analysis is interested in the conventions of the folktale genre, as it is constructed in the narratives by the writers. The three central findings with regards to the settings of folktales are as follows: (i) 90% of the folktales are set in rural environments in or near villages or small settlements. The somewhat idealised villages and settlements appear to have been relatively untouched by modern communications and infrastructure, and represent a “nostalgic, imagined past”. (ii) The study found that 75% of the folktales are set in the remote past, indexical of the folktale genre’s oral roots. (iii) Supernatural characters, objects and events occur in nearly 75% of the folktales. This suggests a possible interpretive space of intersecting temporalities and dimensions of existence, as well as possibilities for imaginative problem-solving. In addition, it raises challenging questions about the limits of human agency. The study also found that the ASb folktales, perhaps somewhat unsurprisingly for a genre that tends to employ archetypes and stereotypes, seemingly offer no characterisation outside of heteronormative family roles. But despite the heteronormativity and narrowly-defined family roles, especially for women characters, the folktales also present other positions for female gendered characters, and by extension for girl child readers – courageous, interesting, clever and unconventional female characters are in no shortage in these narrative populations. The findings suggest that the ASb folktales provide a range of identity positions for both girls and boys in African contexts, and my study reflects on how educators might navigate this complex territory. In particular, the findings point to how teachers and other adult caregivers might balance the moral and cultural lessons in folktales with the need for children to imagine and construct different worlds and positions for themselves. / MT2017

No description available.

Thesis Submitted in fulfilment of the requirements for the degree Magister Educationis in the Faculty of Education and Social Sciences at the CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 2007 / When C2005 was introduced in South Africa, teacher training had to be restructured, to be in accordance with Outcomes Based Education. In 2002, C2005 was replaced by the Revised National Curriculum Statement as a refinement of C2005. From 2005, the Curriculum is called National Curriculum Statement (NCS). A close study of the NCS revealed the fact that the Learning Area Arts and Culture provides opportunities for rich and varied learning experiences to take place. The concern of this study is how teachers are dealing with this educational potential, especially in the Visual Arts. Pending the outcome of the research, the possibility of aligning the training of student teachers could be considered, to ascertain that the full potential of the learning area Arts and Culture is accomplished. The outcome of the study could also initiate future research into the possibility of supplementary training for the educators already in practise.

Orientadores: Germana Fernandes Barata, Cristiane Pereira Dias / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-26T16:50:40Z (GMT). No. of bitstreams: 1 Silva_LidiaRogattoe_M.pdf: 3298884 bytes, checksum: afce3b8949c88f984b267f753b216576 (MD5) Previous issue date: 2015 / Resumo: Esta dissertação de mestrado investiga o gênero da divulgação científica para crianças tendo como recorte (corpus) livros de astronomia. Temos como objetivo construir uma análise comparativa acerca das condições de produção de seis títulos, seus gestos de leitura e efeitos. Para tanto, consideramos primeiramente o gênero (e subgênero) ao qual pertencem, salientando sua linguagem, normas e finalidades específicas, sem contudo admitir que exista uma única (e unívoca) divulgação científica. Em seguida, fazemos uma rápida incursão ao âmbito da astronomia, a fim de melhor delinearmos a influência e presença dessa área do saber no dia-a-dia contemporâneo, em especial na literatura. Como pretendemos demonstrar, esta é uma área que flui tanto no imaginário popular quanto na objetividade de pesquisas e investimentos em Ciência e Tecnologia. Finalmente, no terceiro e último capítulo descrevemos os livros selecionados a partir de três prismas: os funcionamentos pedagógico, lúdico e poético/artístico. Com esta pesquisa, gostaríamos de oferecer uma visão crítica das múltiplas maneiras pelas quais o cosmos figura hoje em livros de divulgação científica para o leitor infantil. Assim, esperamos proporcionar uma leitura que revele que, ao abrir um livro, uma criança pode conhecer o céu não apenas com termos científicos e dados numéricos, mas também com um discurso ¿ i.e. um efeito de sentido entre locutores ¿ que alimenta dúvidas, sonhos e profundo fascínio pelo universo / Abstract: This Master¿s thesis investigates the dissemination of scientific knowledge for children as a genre, with Astronomy books as our corpus. The aim of this research is to provide a comparative analysis concerning the production conditions of six titles, its reading gestures and effects. In order to do so, we firstly consider the genre (and subgenre) to which the books belong, pointing out its language, norms and specific purposes, without admitting that there is a single (and unanimous) dissemination of scientific knowledge. Subsequently, we engage in a fast incursion through the field of Astronomy, in order to understand its influence and presence in the contemporary daily routine, especially in literature. Our purpose is to show that this field of knowledge flows both in the popular (folk) imagination and in the objectivity of researches and investments in Science and Technology. Finally, in the third and last chapter we describe the selected books from three prisms: the pedagogical, recreational and poetical functioning. With this research, we would like to offer a critical view of the multiple manners in which the cosmos is presented in books for children. Thus, we hope to provide an interpretation that reveals that a child opening a book can get to know the universe not only via scientific terms and data, but also with a discourse ¿ i.e. an effect between speakers ¿ that cherish doubts, dreams and a profound fascination for the universe / Mestrado / Divulgação Científica e Cultural / Mestra em Divulgação Científica e Cultural

Despite incredible sales success, popularity, and a fifty year history, easy readers are one of the most neglected forms of children’s literature. Called everything from “the poor stepchild of the more glamorous picture book or children’s novel” to “literary flotsam,” easy readers are too-often regarded as insubstantial, superficial, sub-par literature. This thesis provides the first comprehensive, theoretically grounded examination of easy readers and endeavors to prove that a surprising complexity lurks beneath the easy reader’s decodable surface. In order to illuminate both extra-textual and textual complexity, easy readers are treated generically and examined using the contemporary genre theories of Amy Devitt and Adena Rosmarin. This thesis ultimately unearths a heretofore unexplored complexity in the easy reader’s publication history and generic emergence, and finds that the easy reader genre has literary potential and can accommodate works of artistic merit.