- About
-
The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 91 to 100 of 141 (0.071 seconds)Spelling suggestions: "subject:"anguage art (clementary)"" "subject:"anguage art (4elementary)""
| 91 |
Integrating language arts and social studies through the use of literatureSmith, Janet L. 01 January 1991 (has links)
No description available.
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| 92 |
Enabling special needs students to succeed through whole language strategiesMoran, Patricia E. 01 January 1990 (has links)
No description available.
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| 93 |
Curriculum design in creative writingDe Maci, Lola De Julio 01 January 1995 (has links)
No description available.
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| 94 |
Reading and writing reciprocity through literature-based thematic cyclesLyon, Karen Diane 01 January 1995 (has links)
No description available.
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| 95 |
Oral history: An approach to teaching limited english proficient childrenMcNabb, Cheri Andrea 01 January 1992 (has links)
LEP children--Strategy (strategies) chart--Activities manual--Teacher survey.
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| 96 |
The Book Look Nook: An informational system literature search programKarlquist, David Roy 01 January 1997 (has links)
No description available.
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| 97 |
Literacy through multicultural literatureCochrane, Victoria Rae 01 January 1999 (has links)
No description available.
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| 98 |
An Analysis and Evaluation of Two Methods of Teaching Language ArtsHarrell, Ruth 08 1900 (has links)
This study compares and and provides an evaluation of language arts progress made by elementary school children using two different methods of instruction. One traditional method stressed grammar and the other experimentally focused on mechanics.
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| 99 |
Multimodal Literacy Portfolios: Expressive and Receptive Opportunities for Children Labeled "At-Risk"Young, Whitney 05 1900 (has links)
Current literacy assessments are focused on a single mode of meaning-making (reading and writing, whether oral or written) and assume that literacy and language are "fixed systems"-- comprised of discrete skills that can be taught and measured in isolation. This validation and privileging of a single mode of assessment has resulted in children labeled "At-risk" falling significantly behind those without this label. This study investigates what a teacher can learn from a diverse range of assessment forms and modes. In a fourth-grade self-contained classroom, students engaged in multimodal assessments and created multimodal portfolios. Five students labeled "At-risk" were chosen for a deeper analysis. Students' artifacts, interviews, and observations served as the main data sources. Both narrative analysis and analysis of narrative were utilized to generate a more complete narrative of these five students as meaning makers and communicators. The general findings suggest that these children labeled "At-risk" were, in fact, able to engage in multimodal thinking and communication from a critical stance.
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| 100 |
The effects of advanced graphic organizers on student achievement in 3rd, 4th, and 5th grade language arts classes: a six-month study of low socio-economic studentsPopp, Thelma 01 October 2001 (has links)
No description available.
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