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.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Gary A. Cziko. Includes bibliographical references (leaves 82-87) Available on microfilm from Pro Quest Information and Learning.

No description available.

<p> This dissertation reports the results of a qualitative research project investigating an approach to composition instruction in a high school social studies course that is based on the Upanishadic concept of <i>tat tvam asi</i> (you are that). Research for this study was conducted while I taught a section of Non-West History to high school juniors and seniors. This dissertation addresses the issues involved in the teaching of writing in a high school social science course. Specifically it focuses on the issues involved when a teacher attempts to construct a class that engages students to read and write in ways that promote empathic understanding of the other. To make this argument, I collected data in the Non-West History courses that I taught in 2012. The data consists largely of writing prompts I gave students dealing with literature we read and films we watched as well as their written responses. This dissertation argues that writing in a social science class should not be limited to research papers and essay tests. Further, this dissertation argues (citing the work of Jeremy Rifkin, J. Krishnamurti, Carl Rogers, Rollo May, Thomas Merton, and S. Radhakrishnan) that writing assignments should also be given that promote the empathic awareness that the self is the other. Further, I will offer a counter notion that writing in Social Studies classes should not be just about "conveying information" or "demonstrating knowledge" (<i>cf.</i> Kiuhara et al. 150). Instead, writing should be used to give students the opportunities to creatively develop new insights about their place in the world. Thus, this dissertation concludes by proposing a new model for the teaching of writing in a high school social science course. </p>

<p> This action research study explored if changes in the reading curriculum, specifically implementation of critical literacy approaches that acknowledge bicultural students, increase student learning as perceived by teachers and students in a Catholic elementary school, where students have been chronically performing at the lowest level in the Archdiocese of Los Angeles. By using critical pedagogy (Darder, 1991; Freire, 1970; Giroux, 1983; Macedo, 1994; McLaren, 1988) as a theoretical framework, this action research project investigated the effective elements of critical literacy (Cadiero-Kaplan, 2004; Shor &amp; Pari, 1999) that promote academic learning for Latino middle school students in a low-income Catholic elementary school. </p><p> This study explored the approaches and perceptions of novel studies, as a form of literacy, to increase student learning in reading at a low-income, urban, Catholic elementary school. Classroom observations, teacher interviews, teacher lesson plans, student work, student focus groups, and a teacher focus group validated the findings that critical literacy approaches positively impacted student learning in reading. </p><p> Changes in the school and reading curriculum, specifically the implementation of literacy approaches that acknowledge bicultural students, increased learning for Latino middle school students as perceived by teachers and students in this low-income, urban Catholic elementary school. Teachers implemented effective elements of critical literacy, including direct vocabulary and grammar instruction, analysis of literary tools, incorporation of Spanish, varying forms of assessment, and inclusion of student voice, through the use of novel studies. The school and classroom environments further promoted academic learning for Latino middle school students with high expectations, strict humor, and predictability where teachers, who viewed their students with promising futures, taught as a form of service. Although the school and teachers incorporated literacy practices, teachers fell short of practicing critical literacy because they failed to examine the underlying social ramifications of hegemonic forces.</p>

<p> The purpose of this qualitative exploratory research study was to examine the perceptions of K-12 educational leaders who have experience related to Response to Intervention (RtI) and Common Core State Standards (CCSS). This study was guided by the following three research questions: 1. What do K-12 educational leaders who have systems knowledge and experience, related to Response to Intervention and CCSS, perceive as the potential modifications needed to align the assessment components (universal screening and progress monitoring) of Response to Intervention with the CCSS for Language Arts? 2. What do K-12 educational leaders who have systems knowledge and experience, related to RtI and the CCSS, perceive as challenges that may result from any modifications to the assessment components needed to aligning the assessment components of RtI with the CCSS for Language Arts at? 3. What strategies do K-12 educational leaders who have systems knowledge and experience, related to RtI and CCSS, perceive might be utilized to address any challenges regarding aligning the assessment components (universal screening and progress monitoring) of RtI with the CCSS for Language Arts? </p><p> This research study utilized a qualitative exploratory design and involved eight educational leaders from Southern California. The findings from this study supported five practice recommendations. The first recommendation was for LEAs to develop a shared vision in regards to the role of RtI in supporting the CCSS for ELA. The second recommendation was for LEAs to develop teams of stakeholders to participate in the development of a comprehensive plan, throughout all phases of implementation, to align their RtI assessment tools to the CCSS for ELA. The third recommendation was for LEAs to develop RtI assessment tools that aligned to the CCSS for ELA. The fourth recommendation was for LEAs to select a College and Career Readiness (CCR) or 21st century framework, in order to help teachers to support the CCR skills embedded in the CCSS. The fifth recommendation was for LEAs to create strategic professional development plans to ensure that teachers receive adequate training to teach the College and Career Readiness skills embedded in the CCSS for ELA.</p>

Thesis (M.A.)--University of Hong Kong, 1996. / Includes bibliographical references.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4229. Adviser: Cynthia J. Johnson. Includes bibliographical references (leaves 163-174) Available on microfilm from Pro Quest Information and Learning.